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During Covid-19 pandemic teachers and students in Indonesia adapt to continue learning by implementing online learning. Online learning creates a new way of communication between teacher and students in online classroom context. This way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. This study aimed at investigating the use of slang words by 34 EFL students in Translation online class during 1 semester. This study employed descriptive qualitative in which the source of data is the transcript of students’ chat in WhatsApp Group (WAG) during 6 months. Additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. It is found that students used 32 slang words from both English and Indonesian, most slang words used were influenced by popular slang words used in social media. Students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. Students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. However, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates.online learning, slang words, EFL class

In accordance with the vision of Universitas Kanjuruhan Malang as excellent campus in 2025 and excellent in education field in 2020, it is obviously important to do some actions. One of the ways is improving education quality through e-learning. The aims of this community service are 1) giving knowledge what kinds of application which can be applied in teaching learning process, 2) training the students in making Edmodo account, 3)knowing the students responses toward the use of Edmodo in teaching learning process. Method used in this activity is training. The steps were 1) introduced application that can be alternative media in teaching learning process, 2) introduced Edmodo as media, 3)workshop in making and joining group class, 4) simulation the use of Edmodo in small class and 5) evaluation. The finding of this activity was 85% students having good sense in applying Edmodo at class and Emodo is ready to be applied in class.

Translating humorous discourse presents a big challenge for the translators, frequently although the intended meaning is transferred; the humorous effect may be lost due to different cultural terminologies. This research aims to unveil the challenge to translate the cultural specific words that contributed to the funny effect in a Diary of a Wimpy Kid series graphic novel. The first volume of the novel was chosen as the data source. The data were analyzed using Vandaele humor translation theory. The culturally loaded expressions words found include the words from the three foreign cultural words categories including material culture (24%), social culture (55%), and gestures and habits (21%). The challenges in preserving humorous effect dealt with the the choice of words/terminologies that could be understood by most readers, the connotative words that are full of intepretations, and the movements that were expressed in onomatopoeic words. It is suggested that the translator should develop the sense of humor and it is also important to consider the readers’ sense of humor. Key Words : humor translation, culture, graphic novel Abstrak : Menerjemahkan wacana humoris menyajikan tantangan besar bagi para penerjemah, seringkali, meskipun makna yang dimaksudkan ditransfer; efek lucu mungkin hilang karena terminologi budaya yang berbeda. Penelitian ini bertujuan untuk mengungkap tantangan dalam menerjemahkan kata-kata dalam budaya tertentu yang berkontribusi pada efek lucu dalam serial novel grafis Diary of a Wimpy Kid. Volume pertama dari novel ini dipilih sebagai sumber data. Data dianalisis dengan menggunakan teori terjemahan humor Vandaele. Ekspresi kata-kata yang sarat budaya yang ditemukan termasuk kata-kata dari tiga kata kategori budaya asing termasuk materi budaya (24%), sosial budaya (55%), dan gerak tubuh dan kebiasaan (21%). Tantangan dalam mempertahankan efek lucu dilakukan dengan menggunakan pilihan kata-kata atau istilah yang dapat dipahami oleh sebagian besar pembaca, kata-kata konotatif yang memiliki interpretasi banyak, dan gerakan yang diungkapkan dalam kata-kata onomatope. Disarankan bahwa penerjemah harus mengembangkan rasa humor dan juga penting untuk mempertimbangkan perasaan humor pembaca. Kata kunci : lelucon terjemahan, budaya, novel grafis

TK Islam Al-Ghaffar adalah salah satu TK yang berada di Desa Mulyoagung Kecamatan Dau Kabupaten Malang Jawa Timur, terbatasnya APE yang ada disekolah menjadikan permasalahan tersendiri dalam proses belajar mengajar, sehingga siswa kerap kali diajarkan dengan menggunakan buku paket yang telah di sediakan oleh sekolah. Hal ini menyebabkan siswa kurang antusias dalam mempelajari hal baru karena dianggap kurang menarik dan menyenangkan. Tujuan dari kegiatan ini adalah memberikan wawasan dan pelatihan pembuatan Busy Book sebagai media pembelajaran yang sesuai dengan topik dan usia anak TK. Metode yang digunakan dalam pengabdian masyarakat ini adalah: pertama, Pemberian pengetahuan dan wawasan tentang pentingnya media dan penerapannya dalam proses belajar mengajar. Kedua, pengenalan Busy Book sebagai media pembelajaran yang dapat diterapkan dalam kelas, dan yang terakhir workshop pembuatan Busy Book beserta penentuan langkah-langkah pembelajaran dalam kelas. Hasil dari kegiatan ini adalah guru memiliki wawasan tentang pentingnya media pembelajaran bagi siswa sesuai dengan usianya. Kedua, guru juga mampu membuat dan mengembangkan ide mereka menjadi sebuah kegiatan siswa berdasarkan tema dalam Busy Book. Dari hasil evaluasi pada akhir kegiatan, dapat disimpulkan bahwa kegiatan abdimas berjalan dengan lancar dan sukses, semua peserta mengikuti kegiatan dengan baik sampai kegiatan berakhir.TK Islam Al-Ghaffar is a school located in Mulyoagung, Dau, Malang, East Java, Indonesia. Limited media is the main problem in the teaching-learning process. Teachers ever use the package book in teaching their students so that the students think that the process of learning was not fun, and they cannot enjoy, were not enthusiastic in learning new things. This community service aimed was to train teachers in making Busy Book as media, and the contents were suited to the topic and the students’ age. The method applied in this community service were; first, introduce the teachers the importance of media in the teaching-learning process. Second, introduce Busy Book as a media in teaching young learners, and the last is a workshop in making Busy Book and the way in teaching. The result of this activity is that the teachers had insight into the importance of learning media based on their age. Besides, teachers were also able to make and develop their ideas into Busy Book or student activities based on a theme. From the results of the evaluation at the end of the activity, it can be concluded that the community service went smoothly and successfully. It can be indicated that all participants followed the whole activity.

Teaching Junior High School students required fun and interactive activities, yet current practice in teaching them mostly focused on drilling activities, which are monotonous. This study employed Classroom Action Research (CAR), which is aimed at implementing video and TPR (Total Physical Response) teaching technique to improve students’ vocabulary mastery. The subject of this research was 31 first grades of Junior High School students in English vocabulary class. The vocabulary lesson was presented in the form of interactive video in which required students to do vocabulary exercise while singing and moving their body. This research was successfully implemented in 2 cycles. On the Cycle 1, the criteria of success have not been achieved since only 45% students got score 75 or above. Students needed more exercises to understand the materials deeper. On the Cycle 2 students’ score improved, 77.4% students got score 75 or above. Additionally, 82.21% students showed positive attitude toward the technique. Based on the findings it could be concluded that video and TPR teaching technique could improve students’ vocabulary mastery. To implement this technique successfully teacher needs to manage carefully students to be discipline if they are too enthusiastic. Besides, teacher needs to consider the proportion of vocabulary exercise.

Kemampuan interaksi dan daya saing positif sangatlah dibutuhkan mahasiswa sebagai bekal menghadapi persaingan dunia kerja usai lulus dari perguruan tinggi, maka dari itu sebisa mungkin rasa itu harus dipupuk dan di tanamkan dalam diri masing-masing mahasiswa. Salah satunya adalah dengan pembelajaran yang mengandung kompetisi namun tetap berkooperasi dan kolaborasi yaitu C&C learning. Metode yang dipakai dalam penelitian ini adalah PTK dengan empat siklus yang diadopsi dari Kemmis & Taggart (1988) yang memiliki empat langkah: perencanaan tindakan, pelaksanaan tindakan, pengamatan, dan refleksi. Instrumen yang digunakan adalah lembar pengamatan, kuisioner dan tes. Hasil dari penelitian ini menyatakan bahwa pada siklus pertama hasil penelitian menunjukkan kurang berhasil karena hanya 46.15% mahasiswa memperoleh nilai dibawah 80. hal ini belum memenuhi kriteria keberhasilan yang telah ditetapkan. Sedangkan pada siklus kedua jumlah mahasiswa yang memperoleh nilai diatas 80 sebanyak 88.46%. Dengan perlehan ini maka penelitian disimpulkan telah sukses. Dari hasil kuisioner diperoleh respon dari mahasiswa sebagai berikut: sebanyak 24 mahasiswa (92,30 %) mahasiswa menyatakan senang dan mampu berinteraksi denagn baik. 25 mahasiswa (96,15%) menyatakan mampu menyatakan ide tanpa beban. Sehingga dapat disimpulkan bahwa C&C learning mmampu meningkatkan kemampuan interkasi dan berdaya saing positif dalam mata kuliah interpretive reading. Kata kunci : C&C Learning, PTK, kemampuan kompetitif

Kemampuan berbahasa Inggris yang dibuktikan dengan sertifikat keahliah berbahasa Inggris seperti TOEP merupakan salah satu pesyaratan yang umum digunakan dalam rangka melamar pekerjaan ataupun melanjutkan studi ke jenjang yang lebih tinggi. Oleh karena itu, mahasiswa perlu diberikan bekal kemampuan berbahasa Inggris yang dibuktikan dengan sertifikat. Permasalahan yang dihadapi oleh mitra program pengabdian masyarkat ini adalah (1) Kurang tersedianya materi ajar yang up to date and lengkap, (2) materi kurang terkoordinir dengan baik, (3) tersedianya waktu yang singkat untuk pelatihan, dan (4) nilai rata-rata yang rendah. Solusi dari permasalahan tersebut adalah memberikan pelatihan TOEP secara rutin selama 2 minggu, 4 pertemuan setiap kelas yang berisikan (1) pemberian materi mengenai pentingya kemampuan bahasa Inggris dalam era saat ini, (2) pelatihan TOEP dengan menggunakan metode pengajaran note taking untuk Listening Section (3) pelatihan TOEP dengan menggunakan metode error analysis untuk Structure and Written Expression Section, dan (3) pelatihan TOEP dengan menggunakan metode metacognitive strategy untuk Reading Section

The development of social media recently in this era is really attractive to be discussed. Almost all students use their mobile phone to access it. So that why we as teacher cannot use this brilliant tool in learning English. Qodriani (2013) said that Facebook is not just a great way for people to find old friend or know about what happening recently but it is also an incredible learning media that can support teaching and learning activity. Attractive media makes learning enjoyable. The design used in this research was descriptive design with 12 students as participants. This research focuses on the English learning through Facebook. How Facebook used in English language class, how students’ perspective of using Facebook in learning English and how Facebook maximize their English will be described in this paper. This activity offers students in learning English and makes enjoyable learning. Moreover students can write and share what they have done or something happened to them without any worrying of making mistake. Keywords: Maximizing, English ability, Facebook