Linguistic landscape research has been administered in different parts of the world by several researchers. However, linguistic landscape research in Indonesia is still limited in number. To respond to the scarcity of linguistic landscape study in Indonesia, the present research discusses the visible languages, proportions of top-down and bottom-up signs in Sidoarjo City. The functions of the signs are also identified.Data were collected from signs in some public places and along the main streets of Sidoarjo City.The results of the study show that the linguistic landscape is dominated by Indonesian. English is used more often than Arabic. Javanese as the mother tongue for the majority of the society of Sidoarjo is rarely used. Some other Asian languages are also apparent in the shopping centers. Description and explanation of the functions of the signs are also presented.

This study is a part of a larger research project, by a team of English Language Training for Islamic Schools (ELTIS), into the resources used in MTs. This paper talks about the needs of Islamic Junior High Schools (Madrasah Tsanawiyah, henceforth, MTs) for ELT materials. The research involved a number of principals, teachers and students of MTs in two areas: East Java and West Nusa Tenggara. Presentation and discussion of the analysis of the needs will be followed with some suggestions addressing some major weaknesses in the resources currently available in MTs.

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).

Quality English teachers are required to have a good mastery of English language skills and language teaching methodology. New teachers or lecturers, in particular, need assistance in improving these two aspects. One of the ways is through Continuing Professional Development (CPD). Traditionally, professional development (PD) is done by attending professional forums and pursuing further education. However, this traditional practice has some weaknesses, one of which is giving little opportunity for teachers to take control over their own learning (Kennedy, 2005; Rose & Reynolds, 2007). While mentoring practices as a form of CPD are common in more developed countries, they are not widely practiced in Indonesia. To respond to the scarcity of research in this area, the current study is conducted by using observations and questionnaire as the instruments to portray the implementation of a mentoring program in an English training institution in East Java, Indonesia. Specifically, the article reports the practice of the mentoring program and the mentees’ perceptions of the mentoring sessions with the mentor. The findings show that the teachers respond positively to the mentoring program, and they also feel that their self-confidence is improved after joining the program. The mentoring program conducted in the institution helps the teachers to enhance their professionalism as English teachers.

The present paper aims at describing linguistic features of two women who have two different characteristics—feminine and less feminine—as apparent in “Who’s Afraid of Virginia Woolf” and “The Lover” dramas. Using Robin Lakoff’s (1975) women’s linguistic features, the research found out that not all features occur in the dialogues of the two female characters with other characters. Nine features were applied by Martha in “Who’s Afraid of Virginia Woolf” drama and seven features were used by Sarah in “The Lover.”  Based on the analysis of the data, it is uncovered that the use of the women’s linguistic features reflects uncertainty and lacking of confidence on the part of the women in their conversation.