COVID-19 pandemic gives an impact on the education program in ELT and Learning. It requires students to adjust e-learning which uses Google Classroom application. Both the lecturer and students have not been ready to operate it. This study aimed to find out the adaptation of the lecturer in ELT and learning by using Google Classroom, students' perceptions about learning grammar, and the impact of the students' achievement on grammar. The present study used a qualitative method. The data were taken from interviews. The results showed that the lecturer created materials on pdf extension, gave the assignment and results in the students' work on Google Classroom. The students' perceptions were they preferred to study in the classroom than used Google Classroom because they had inadequacies internet connections. The tests given were about tenses, passive voice, verb, and parallel structure. The online learning impacted on students' grammar achievement resulted in moderate scores.
The paper focuses on analyzing a mother who guides an adoption child reflected in The Blind Side movie. The researcher applies descriptive qualitative method in analysing the problem to find the data. The research questions are 1. What problems are faced by Leigh Anne's, as a mother? 2. What are the factors cause those problems? 3. How does Leigh Anne's solve the problems? The first data consisting of texts of the movie which is related to a mother guide adoption children and the second data that support the analysis. The technique of the data analysis is carried out by applying the close of mother and children using attachment theory by John Bowlby. The result shows that Leigh Anne Tuohy creates efforts in her supporting strategy such as adopted Oher to be her family, Mrs. Tuohy’s guide Oher to be an American football player. Part of that emotional funding for Leigh Anne is that finaly Oher can find his potential as a human being and find his identity to be a happy person like everyone else.The result is the power of love a marvelous mother can make Oher to be a successful American football player.
Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.
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