This study aimed at finding out the process of code mixing, the reasons of using code mixing by English teacher of grade X and knowing the students' responses on the use of code mixing used by their English teacher at SMAN Bali Mandara in the academic year 2014/2015. This research was conducted by using descriptive qualitative design. The instruments used in this study were observation sheet, audio recorder, interview guide and questionnaires. Accordingly, the data accumulation showed that there was 84 sentences (62.22%) classified as insertion processes, and then 37 sentences (27.41%) belonged to alternation process, and the last there were 14 sentences (10.37%) classified as congruent lexicalization processes. The reasons of using code mixing were, (1) to make intention of clarifying the speech content for interlocutor, (2) to be emphatic about something, (3) there is no appropriate word which can be understood by the students, (4) to help the teacher to create relax situation, and (5) to quote somebody else. The students' responses were, (1) code mixing is able to facilitate the students in some aspects such as the content of English material, vocabulary mastery, and grammar mastery, and (2) code mixing is able to negotiate social rules in some aspects such as make the relationship between teacher and students become less formal in terms of teaching-learning process, and increase communicative interaction between teacher and the students. Based on the result, it is suggested for the English teacher to use code mixing in the teaching and learning process in order to reach a better understanding of the students.

As technology rapidly develops new features, empirical testing of their capability to assist in educational purposes are always needed. This study takes a look at Instagram Reels, which is seldom explored as a language teaching tool, especially for vocational high school students. This study aims at describing students’ perceptions, challenges, and strategies in using Instagram reels as an authentic tool for improving speaking skills. The research used descriptive qualitative research methods.  The subjects of the study were five eleventh-grade students from one of the public vocational high schools in Bali, Indonesia. They were selected by conducting a purposive sampling technique. The observation and interview were conducted to collect data. The findings show that a)  the perceptions of students on the implementation of Instagram reels to improve speaking skills were favorable. Most students agreed that implementing Instagram reels as an authentic tool in speaking was adaptable, effective, and authentic. It also increased the students’ speaking abilities, which were referred to as positive attitudes. Instagram reels boosted students’ consciousness, motivation, and enhancing their vocabulary, grammar, pronunciation, accent, and cultural knowledge. b)  Students faced a variety of challenges when using Instagram reels as a learning medium, such as limited internet access and a lack of digital literacy. To overcome the challenges, students used some strategies, namely using WIFI facilities at school or other public places, practicing a lot, and seeking additional information to improve digital literacy skills using Instagram reels.

Abstract. In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

This study intended to develop an android-based application for English vocabulary learning for primary school students. By implementing Design and Development design model, the researcher underwent three main stages namely; 1) Design, 2) Development, and 3) Evaluation. Through the use of questionnaires and interview guide, the needs were assessed. The results showed that the primary school students need more time to learn English and emphasize more on vocabulary learning. The primary school students need a smartphone application which provides vocabulary practice, test and entertainment about the topics learnt in the class. The smartphone application was developed in Android Package Kit (APK) format designed by using Microsoft Power Point. Contrasted to others, this smartphone application provides vocabulary practices, quizzes, and games for all topics that 4, 5, and 6 graders need to learn. The smartphone application was tested and evaluated by 5 English teachers and 2 technology experts to find out the quality. The results showed that the application has a very good quality and ready to be installed and used in Android smartphone. An effective use of the application with meaningful learning activities for vocabulary learning for young learners are strongly suggested.

This study intended to develop an android-based application for English vocabulary learning for primary school students. By implementing Design and Development design model, the researcher underwent three main stages namely; 1) Design, 2) Development, and 3) Evaluation. Through the use of questionnaires and interview guide, the needs were assessed. The results showed that the primary school students need more time to learn English and emphasize more on vocabulary learning. The primary school students need a smartphone application which provides vocabulary practice, test and entertainment about the topics learnt in the class. The smartphone application was developed in Android Package Kit (APK) format designed by using Microsoft Power Point. Contrasted to others, this smartphone application provides vocabulary practices, quizzes, and games for all topics that 4, 5, and 6 graders need to learn. The smartphone application was tested and evaluated by 5 English teachers and 2 technology experts to find out the quality. The results showed that the application has a very good quality and ready to be installed and used in Android smartphone. An effective use of the application with meaningful learning activities for vocabulary learning for young learners are strongly suggested.

This study is aimed at investigating English teachers' perception in using Technological Pedagogical Content Knowledge (TPACK) framework in teaching and learning process at Senior High schools in Buleleng Sub District. This study applied an explanatory sequential mixed method design which used a questionnaire and interview guide as the instruments that had been tested for their validity and reliability. The data from the questionnaires were processed by using a Microsoft Office Excel to calculate the mean score in order to know the qualification level of each the dimension. The results of data analysis showed that most of the teachers had positive perceptions of using TPACK framework in teaching English at senior high schools. It was shown by the position of mean score in the high position of the interval with the mean score was 139.074.

New online teaching strategies had posed many challenges for teachers. It was not easy to be applied, because teachers were still learning E-learning. They encountered some challenges during the implementation. Therefore, teachers used various strategies in online learning to achieve the learning objectives. This research aimed to investigate strategies that teachers used and challenges that they encountered  when they were teaching English during online learning. The research design used in this study was qualitative case studies. The research subjects were three English teachers who were teaching at public junior high schools in Tabanan District. The data were collected by using observations and interviews. The data analysis technique used was  descriptive qualitative. The results showed that: strategies used by teachers were online chat only and mixing online chat with video conferencing, they were: Google form, Google Meet, quizzes, and video.  Google meet  was found to be rarely used for online learning because most teachers only used online chat, they were: Google form, quizzes, and video . Teachers found some challenges, they were: internet connection, unresponsive students, and problems with the operation of the equipment at the beginning of the pandemic.

The lack of teaching materials that can facilitate students' independent learning has an impact on students' lack of understanding. In addition, the lack of teaching materials also has an impact on student learning outcomes. The purpose of this research is to create teaching materials with Flipbook. This type of research is developed using three stages, namely design, development, and evaluation. Data was collected through interviews and document analysis. There are two instruments used in this study, namely interview guidelines and expert assessment. The subject of this research is the English teacher. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results showed that the quality of the Flipbook assessed by the first expert got a score of 56. The quality assessment given by the second jury expert was 61, with a good category. The quality rating given by the user is 62, with a good category. Thus, flipbooks are categorized as suitable teaching materials. So it can be said that the flipped book teaching materials developed are feasible to be applied in the learning process. This research implies that the Flipbook developed can be used by students in an independent study.