This study was an attempt to investigate types and functions of repair strategies used by lecturers in English literature lectures in a university in Indonesia. Rido’s conceptual framework of repair strategies (2018) was used. Qualitative method was applied while the data were collected through video recording of three English literature lectures, comprising prose, drama, and literary criticism. The findings showed that the lecturers repaired both the linguistic (grammatical and pronunciation errors) and content-related aspects of the students while they were giving oral responses and making presentations. Therefore, the lecturers employed four types of repair strategies such as indicating an error has been made and correcting it, asking students to make self-repairs, indicating an error has been made and getting other students to correct it, and repeating students’ responses with changes. The functions of those repair strategies were to show the lecturers as role model and reliable source of knowledge, to give good examples, to make students think critically, to give opportunity for students to share ideas, and make students not aware they were being corrected so that they kept learning. The findings offer some implications for pedagogical considerations within university lecture, especially in English as a foreign language (EFL) setting.

The research aimed to investigate the questioning strategies used by lecturers in English literature lectures an Indonesian university and how they were manifested. Applying the qualitative approach and Rido, Ibrahim, and Nambiar’s conceptual framework in 2015, the research analyzed three lectures of English literature consisting of prose, literary criticism, and drama. Data were collected through 300 minutes of video-recordings. The findings reveal that the lecturers employ various types of questions such as display, referential, follow-up, and rhetorical questions. The lecturers manifest the questions by rephrasing questions first, then nominating students, asking questions to the entire class, encouraging students to initiate questions, and moving closer to students when asking questions. The questioning strategies help the lecturers to lead the discussion, check students’ understanding, offer the students to share ideas, and improve students’ participation. As a result, the students become active in expressing thoughts, sharing ideas, and even initiating questions. The research can be a guideline for lecturers to create meaningful and interactive lectures to produce competent and critical students.

As indigenous belief acknowledgement in Indonesia is still progressive, debatable but limitedly investigated from critical discourse analysis perspective, this research is aimed at revealing the discursive construction of indigenous belief issue in The Jakarta Post. This research focuses on analyzing indigenous belief as phenomenon, indigenous believers and government as social actor through the analysis of nomination and predication strategies. Articles published in The Jakarta Post online newspaper from 2013 - 2020 are chosen as corpus data. To analyze this research, Discourse-Historical Approach by Wodak and Meyer (2009) is used as the framework. This research also employs corpus analysis using Sketch Engine. The finding suggests that the issue centralized in the discussion of identity card and human right framed in five different periods. The use of collective proper name, anthroponym and deixis are significant to refer to indigenous believers, meanwhile institutional name, anthroponym and synecdoche are mostly used as referent for government. There is a shift of predication strategies from negative to positive when it discussed government policy on putting indigenous belief column on identity card. This research suggests that the use of corpus software as well as manual corpus screening is important to locate more detail language data.

As technology has been developing, it influences all aspect of human’s life, including learning process in education. There are a lot of online platforms that can be used to facilitate learning and enhance students’ understanding on the subject. One community service activity was done to make the innovative use of technology, Google Site, as Academic Diary for English subject. This paper was aimed to describe students’ perception toward the use of Google Site as online Academic Diary. Twenty students participated in this activity, and a questionnaire was distributed to find out their perception toward the use of Google Site. The result showed that most students received the positive perception, especially at Perception of Digital Technology and the use of Google Site.