Abstract: The Longman Preparation Course for the TOEFL, written by Phillips in 2003, is the most widely used coursebook for TOEFL test preparation. This book provides 17 strategies for Listening Comprehension Part A. Therefore, the current study examines whether the strategies provided in the book are applicable in a real test. The data were obtained from Part A of the TOEFL listening section in nine tests designed by Educational Testing Service (ETS). Each item in the test was tested against the proposed strategies. The results reveal that many items did not successfully match the strategies. Only two proposed strategies had matches of higher than 80%, while others were less than 10%. There are four strategies that did not have a match at all. All in all, very few strategies can be applied to answer the questions correctly without adequate comprehension. With comprehension, test takers can answer the questions without needing to rely on any of the proposed strategies. Therefore, the study concludes that most of the strategies proposed by Phillips (2003) are not successful in real test.Key words: strategies, PBT TOEFL, listening comprehension Abstrak: The Longman Preparation Course for the TOEFL yang ditulis oleh Phillips in 2003 paling banyak digunakan untuk pelatihan persiapan TOEFL. Buku tersebut berisi 17 strategi untuk menjawab soal TOEFP pada Part A. Oleh karena itu, penelitian ini menelaah apakah strategi dalam buku tersebut dapat digunakan untuk mengerjakan tes TOEFL yang sebenarnya. Data untuk penelitian ini diperoleh dari tes TOEFL bagian listening Part A yang diperoleh dari Educational Testing Service (ETS). Setiap soal pada tes tersebut dicocokkan dengan strategi yang terdapat dalam buku Phillips (2003). Hasil penelitian menunjukkan bahwa banyak soal tidak dapat dijawab dengan menggunakan strategi yang dianjurkan. Hanya ada dua strategi yang memiliki kecocokan lebih dari 80%, sedangkan yang lain kurang dari 10%. Ada dua strategi yang tidak cocok dengan satu soal manapun. Secara keseluruhan, sangat sedikit strategi yang dapat digunakan untuk menjawab soal TOEFL listening Part A tanpa pemahaman yang cukup. Dengan pemahaman, peserta tes bisa menjawab soal tanpa harus menggunakan strategi-strategi tersebut. Oleh karena itu, penelitian ini menyimpulkan bahwa kebanyakan strategi yang dikemukakan oleh Phillips (2003) tidak dapat digunakan untuk menjawab soal TOEFL asli.Kata kunci: strategi, PBT TOEFL, listening comprehension.

The right to experience an education is a basic right for everyone to have. Men and women should have the same opportunities to get a proper education. However, some society seem to differentiate the opportunity for men and women’s education. One of the society that differentiates this is Pakistan. The novel, I Am Malala novel, which is written by Malala Yousafzai is one of those that deals with the inequality of women in education. This article discussed about a research that used qualitative method to describe about woman’s rights in education by using Liberal Feminism. The result of the novel’s analysis showed the struggle of the main character, Malala, who received a number of wrong perceptions from her society, family and tradition about the position of women. The wrong perception became the reason why she suffered from the inequality of education between man and woman.

English Department Students of Faculty of Languages and
 Letters of Dian Nuswantoro University usually have difficulties in writing English Texts. Those difficulties deal with the way to organize ideational meaning in their texts. Based on that fact. this study was conducted to know the realization of ideational meaning in the students' texts. especially recounts. The data were taken from the students' recounts and for the sake of this study. 10 recounts were chosen as the data to analyze the data. Halliday and Matthiessen 's framework (1999) was applied to get a deep understanding of Ideational Meaning. The result shows that in organizing the Ideational Meanings
 in their recounts. the students used sequences figures. the elements of figures: Process. Participant, and Circumstances; and the realization of those elements in lexicogrammar. Kinds
 of sequences (clause complexes) the student mostly made
 in their recount are enhancement, and extension Elaboration, locution or idea have lower portion compared to the two sequences mentioned above. Four kinds offigures arefound in
 the students recounts. Those are figure of doing (material and
 behavioral processes), figure of sensing (mental process). figure of saying (verbal process), and figure of being (relational: attributive. identifying) process. and existential process). Among the four figures mentioned above, figures
 of doing (material processes) with actor and goal as the
 key participants dominate in all texts. 112 circumstances (circumstances of time, place. manner, matter, and circumstances are realized in simple and macro circumstances. The number of macro circumstances is higher than that of simple ones. Sincepersonal recount is a text telling someone's past experience, the realization of participants in their recounts are mostly conscious
 simple things. Simple qualities only exist in relational (attributive) process. The processes are mostly realized in polar non- phrasal verbs in past tense.
 
 accompaniment) are found in the students' recounts. Those

The purposes of this research are to find out the functions of the interjections functioned as pragmatic markers and what they indicate to, to find out which information the interjections denote and to find out how many functions the interjections functioned as pragmatic markers possibly have. The data are five different interjections taken from five different novels. The results of this research are concerning to the functions of the interjections functioned as pragmatic markers. Generally, the functions are utterance initial, attention marker and a response signal. Further, interjections functioned as pragmatic markers take form as attitude, feelings or both. The interjections denote given/old information, new information and both. The last result is that it is possible for interjections to have more than one function. To sum up, interjections functioned as pragmatic markers have roles and forms in discourses. In addition, interjections functioned as pragmatic markers denote information.

Soegijapranata Catholic University which is one of the leading private universities in Semarang. Central Java, is plannring to run International Classes. The idea of establishing the International Classes should be supported by good preparation of all components involved in the teaching anli lea ing process. Running a class in English will create some new and perhaps unexpected problems. As the first step in preparing the International Classes. Soegijapranata Catholic University has held a teuher training for International Classes Preparation. The teacher training could be used as a reflection to answer the question: Is Soegijapranata Catholic University ready for the International Classes?

Wayang kulit or shadow puppet theater performance has
 been greatly changing. Changes occur in many aspects such as in
 terms of the duration or length of the peliormance, its structure, the
 number of dalang who performs it,as well as the number of female
 singers (sindhen or waranggana) who accompany the dalang.
 Consequently, now wayang kulit performance is seen more as
 tontonan (entertainment) than as tuntunan (moral teachings). One
 of the main factors of this big change is the intrusion of western
 culture into Indonesia in general and Java in particular. This results
 in the reluctance of the young, especially, in watching this form of
 traditional art. Therefore, the changers) in the performance of
 wayang kulit or shadow theater is one of the efforts to make thisform
 of traditional art survive.

This research studies the types of feedbacks made by EFL students in a writing class. A number of 25 students essays were collected and analysed. The results revealed that a number of 61 responding feedbacks were found in the types of support, sharing knowledge, negotiation, appreciation and criticism. Meanwhile, 142 correcting feedbacks were found in the types of coded, uncoded, a combination of coded and uncoded and direct answer. The type most used in responding feedback was support, which indicates that it is an important pursuit in these students learning to drive each other into improving their writing skills with confidence. Whilst the least used was criticism, and this indicates that it was not considerably favoured to be given in the peer correction feedbacks since they restrain encouragement and cause social anxiety. The type most used in correcting feedbacks was a combination of coded and uncoded. This signifies that to provide both mark and symbol on an error can avoid confusion between the student corrector and the student writer. The least used was direct answer, which signified that it was only done by students who had high English proficiency and confidence to provide the correct answer directly on the errors.

This report focuses on the exploration of the three dimensions of grammarform, meaning, and usea practical approach to teach and learn grammar and style and effect communication. Using journalistic, literary, and academic/scientific/technical texts, this describes the teaching-learning process involved in language activities, such as text analysis, text conversion, and writing" of original texts. This paper, explains how the procedure engages students in meaningful tasks that hone their language skills and enhance their writing ability and could inspire them to speak and communicate ideas, applying critical/analytic thinking even outside the classroom thus developing autonomous learners. This demonstrates a practical approach to the teaching of language as communication based on a careful consideration of the nature of language and of the strategic development of writing skills among learners within a supportive social context.