The study aims to conduct interactive multimedia development courses learning strategies to improve student motivation learning. This research uses the R&D (research and Development) research type with the ADDIE development model. The results showed that the phase of the Interacive Multimedia Development adopted an ADDIE development model which was modified into four phases, namely analysis, design, development, and implementation. Interactive learning media testing using Google Classroom media developed with media flowcharts in line with storyboards created. The validation results of media experts are not required to revise because they meet excellent categories (92%), and good category (84%).  While the results of trials in improving motivation to learn to students of University of PGRI Adi Buana Lamongan Campus average get a score of 115.46 pretes with variants of 16.56, while the test post score of 140.11 with a variant of 14.99. In addition, the results of statistical trials used using the T-Test concluded that there was an increased motivation to study learning strategy courses on students using interactive multimedia.

There are ample remote learning platforms to be used and obviously each of them has strengths and weaknesses. However, based on a survey, WhatsApp becomes the top choice to be used by students in Madura for some reasons; this is a case study on maximizing the use of Whatsapp to promote students’ engagement in English remote learning. The data are collected through Google form questionnaire and in-depth interview via WhatsApp voice notes. The subjects are English lecturers and higher education students of English department from several Universities in Madura whom are volunteers to be taken as sample. The result showed that exploring the various features of WhatsApp, blending various learning platforms to WhatsApp and lecturer’s creativity in maximising the use of WhatsApp enable to promote the students’ engagement toward the English remote learning. Thus, it is suggested to maximize the use of WhatsApp as to promote the students’ engagement towards the English Remote Learning.

This study aims to determine whether there is an interactive effect between learning methods (Communicative Language Teaching/CLT and Audio-Lingual Method/ALM) and learning styles (Visual, Auditory, and Kinesthetic) on English speaking skill. The researchers used a quasi-experimental research design with a population of 383 students and samples of 70, assigned into two groups: experimental and control. The data were collected using three instruments (i.e., a pretest, a posttest, and a questionnaire) and then descriptively analyzed. A 2x3 factorial of Two-Way Analysis of Variance (ANOVA) with parametric statistical method was utilized because the data were normally distributed as well as homogeneous. The results of the analysis of the pretest scores show that the English speaking skills of the two groups of students applying the two different methods are the same at the significance level of 0.080. The analysis of the posttest scores show that there was no interactive effect between the learning methods and the learning styles on the English speaking skill at the significance level of 0.138. This implies that no matter what learning styles they have, students in CLT class performed better in speaking English than those in ALM.

Pembelajaran IPS di dunia pendidikan perlu mendapatkan perhatian khusus, pada umumnya pembelajaran IPS dilakukan melalui buku dan penyampaian guru. Sehingga motivasi belajar siswa masih kurang. Siswa sekarang adalah generasi Z yang memiliki intensitas yang sangat tinggi terhadap penggunaan teknologi informasi dan komunikasi. Banyak siswa yang memiliki telepon genggam berbasis android yang dapat membantu proses belajar mandiri siswa dirumah. Pengembangan dan penelitian ini bertujuan untuk menghasilkan media pembelajaran IPS yang menggunakan aplikasi scan barcode yang dapat dijalankan pada perangkat berbasis android. Hasil penelitian menunjukkan  bahwa media pembelajaran yang dikembangkan memenuhi kriteria sangat baik, berdasarkan hasil penilaian para ahli media pembelajaran yang mencakup beberapa aspek diantaranya tampilan, operasional, interaksi dengan rata-rata 3,68 skala likert. Sehingga dapat digunakan oleh siswa untuk mendukung pembelajaran mandiri di rumah. Sedangkan respon siswa terhadap media pembelajaran ini sangat baik untuk mendukung pembelajaran di rumah yang tunjukkan dengan skor rata-rata 3,64 pada skala likert.

In developing English communication skills, the student's needs, wants, and lacks are crucial. The materials given should be suitable for the students' wants. These issues are vital in developing any English materials on ICT-based. This study explores the students' needs, wants, and lacks in learning English by developing suitable materials with the ICT-based. The mixed approach was used in this study. The researchers distributed the survey to 350 students from Indonesia and other countries (Kosovo, Kuwait, Ghana, Pakistan, Philippines, India, and United Kingdom) involved in the Share to Care Community in collecting the data. They were assigned to fill the Google form about their needs in learning English. The result showed that the students need materials that fulfill their needs. It should be related to today's facts, easy enough to share with, and easy to access by the students' technologies devices, then using both target languages L2 and L1 to deliver the materials. While teaching, the lecturers used any method; role-playing is the most common, followed by oral reports, games, outdoor learning, and blended learning. Most of the students from several countries intended to have ICT in their learning process.