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This qualitative study investigates the impact of class size variability on the teaching process within the English Language Teaching (ELT) context at UPT SP SDN 25 Pae-Pae, Wasuponda. Through in-depth interviews with English language teachers, the research aims to gain insights into teachers' perspectives and experiences regarding the influence of class size on instructional practices and student outcomes. The findings reveal significant disparities between large and small classes, with larger classrooms offering advantages in facilitating interactive and engaging learning experiences, while smaller classrooms present challenges, particularly during interactive sessions. Classroom management strategies emerged as crucial in addressing challenges in both large and small classroom environments, ensuring a conducive learning environment for all students. Additionally, the study highlights the psychological and social impacts of class size and learning environment conditions on students, emphasizing the importance of tailored approaches and adequate facilities in promoting positive social interactions and collaborative learning experiences. Overall, the research underscores the importance of adaptive teaching practices and continuous professional development in meeting the diverse needs of students across varying class sizes and learning contexts within ELT settings. [ABSTRACT FROM AUTHOR]

This study is a quantitative descriptive that applying a questionnaire to explore undergraduate students' expectations and preferences in EFL teaching-learning activities. A convenience sample of 120 first-year university undergraduates at the start of their university life was used. They were enrolled in an Economic student's degree course at an Indonesian university. The questionnaire focused on students' experiences and perceptions concerning teaching and learning strategies, students' growth skills, the quality of English lecturers, and the students' suggestions toward the Teaching-Learning Process. The data collected were calculated as percentages and discussed. The majority of the students preferred projects as effective teaching-learning strategies. Grammar was considered the most growth skill. Furthermore, good teaching skills and knowledgeable were reckoned as the most favorable qualities of an English teacher. They recommended more fun activities, fewer assignments, seek for other fun activities, and using online applications. [ABSTRACT FROM AUTHOR]

Translation of short stories as a literary work has become a trend lately because the short story provides entertainment and education for the readers. However, the translation process has been complicated because translators must be able to convey the message without changing the purposes of a source language. The preliminary observation discovered numerous errors made by students when they translate Indonesian short stories into English. Thus, this study aims to analyze the types and causes of translation errors in translating the short story. The descriptive qualitative approach is applied in document analysis. Data collection was carried out through translation tests and interviews. Then, the collected data were classified and analyzed by using Mathieu's translations issues' theory (2003). The results discovered that the types of translation errors were a number of linguistic issues including grammatical issues, lexical choices, rhetorical problems, pragmatic problems, and cultural issues. The errors made were caused by the lack of vocabularies, misinterpretation of an idiomatic expression, figurative language, and implicit meaning, dissimilarities among cultural references and terms, the influence of the first language, and misunderstanding of English structure rules. [ABSTRACT FROM AUTHOR]