<p><em>The utilization of digital comics in this pandemic situation may become a valuable solution. In fact, many challenges and obstacles faced by students regarding the implementation of online learning. This research aimed at investigating the utilization of digital comics in college students’ online grammar class as well as students’ responses. The research design was practical action research which followed Mills’ model (Creswell, 2012). The participants were 36 nursing college students of a university in Lamongan. The instruments used were observation notes, questionnaire, and student-made comics (artifacts). Then, the data from observation notes and student-made comics were analyzed by Miles, Huberman, &amp; Saldana’s (2014) framework for qualitative data analysis while the data from questionnaire were analyzed by using coding to draw conclusion. The results of the study indicated that (1) there are 4 (four) major steps in utilizing digital comics in grammar learning and (2) students showed positive responses to the utilization of digital comics in learning English grammar indicated by the results of questionnaire. It is expected that educators can take advantage of digital applications such as digital comic makers to deal with online classroom.</em></p>

The COVID-19 pandemic has made online learning as a common instructional delivery today. Since various methods, approaches, and technologies are involved, it is important to understand students’ perceptions for taking further decision in teaching. The current research aimed to investigate Indonesian students’ perceptions of the implementation of bichronous online learning along with the challenges in the level of higher education. Bichronous online learning refers to the blending between asynchronous and synchronous online learning. In this study, asynchronous learning was carried out through Edmodo while the synchronous mode was implemented via Zoom. The participants were 57 first-year university students who experienced full bichronous online learning in the English for Specific Purposes class. This research applied explanatory sequential mixed-methods as suggested by Creswell (2014). The quantitative data were obtained by Likert-scale questionnaires while the qualitative data were acquired through interviews and observations. The results indicated that students had positive perceptions of bichronous online learning in terms of motivations, academic achievement, and communication and interactions. Bichronous online learning promoted students’ engagement, active interaction, and feedback exchange which highly contributed to their learning outcome. However, technical issues such as poor internet connection and limited data plan were the biggest challenges faced by the students. It is expected that educators can adjust which online learning tools are convenient to use and cater to students’ needs.

This current study is aimed to know whether any improvement or not in using digital comics as the media on student’s English competence. The researchers used a quantitative approach with a pre-experimental design. This research was conducted at Universitas Muhammadiyah Lamongan and the sample was 42 pharmacist medical students. The instrument that was used to measure students’ English competence was the Test of English as a Foreign Language (TOEFL). The result of the test was analyzed by using statistical analysis of paired sample t-test. The finding showed that there was significant improvement before and after the treatment, it can be proved by the significant value of the pre and post-test which was 0.000 (2 tailed). Since the significance value (2-tailed) was less than 0.05, it means that the hypotheses of this study were accepted. In other words, the students positively received the use of digital comics for English learning activities. Therefore, digital comics can be assumed as an effective media or tool for enhancing students’ English competence.

This study investigated the types of vocabulary learning strategies (VLS) employed by Indonesian college students. The study specifically aimed to find out (a) the most and the least frequently used VLS, and (b) the most useful VLS. A total of 105 nursing students who attended a virtual exchange program during the odd semester of 2021/2022 academic year participated in this study. This was ex post facto research which used a vocabulary learning strategy questionnaire to collect the data. To answer research questions, the collected data were analyzed by using SPSS statistics 25.0, including the descriptive statistics. The overall findings revealed that in terms of five categories, determination strategies were reported to be the most frequently used strategies and social strategies were the least ones. In terms of individual strategies, the most frequently used vocabulary learning strategies were ‘using bilingual dictionaries either print or electronic’, ‘guessing word meaning through the context’, and ‘learning new vocabulary items through vocabulary videos”. The least frequent ones were ‘asking the word’s synonym to the teacher’ and ‘communicating with native speakers. Furthermore, the participants assumed that ‘using bilingual dictionaries either print or electronic’ and ‘taking notes of new words’ as the most useful strategies. Considering the results, both students and lecturers must be more aware of the effective learning strategies to achieve better results