The recent phenomena of moral degradation of Indonesian youth are responded by policy in moral and character education. Character education in schools is included in the curriculum and it must be integrated into the subjects matter. This study aims at investigating how English teachers perceive character education in the context of teaching English as well as the strategies in inserting character education into the lesson by conducting explanatory sequential mixed method design. The participants of this study were seventh and eighth grade English teachers in SMPN 6 Singaraja. The data were collected by means of questionnaire, observation sheet, and interview guide. As the result, this study revealed that English teachers had sufficient knowledge of Character Education concept. The way they implemented the character education did not really represent how character education should be inserted. Furthermore, they also were not sure of its impact to the students’ character development. It indicates that they had lack understanding of character education and the implementation of character education. The way English teachers integrate character education into further learning is discussed in a research discussion. Furthermore, enriching their knowledge of the character education should be the first step done.

As literature reflects human life, the characterizations of a fictional character in a novel can be analyzed as the reflections of the subconscious of the character in Freud's psychoanalysis. The present study will describe the characterizations of Lucy Pevensie as the main character in C.S. Lewis’ Narnia: The Lion, The Witch, and The Wardrobe and elaborate on how the main character's subconscious as reflected through her characterizations affects the plot development of the novel. Through the application of close reading with the perspective of Freudian psychoanalysis, the present study reveals that Lucy Pevensie's curious, kind,  curious, kind, truthful, caring, loyal, and brave characterizations are as reflections of her id, ego, and superego. They are affected by the behaviors and characters around her and set the plot in motion (starting from disjunction, trajectory, proleptic events, reversal, discovery, and ending). As the end of the plot was resolved with Lucy Pevensie's bravery that leads to the saving of Edmund Pevensie from his demise, Lucy Pevensie's characterizations and their effects on the plot development implies that the combination of instinct, observation of reality and a deep conscience can be beneficial for the greater good of the society.

Reading comprehension skill is an important requirement that must be possessed by students in learning English. To support students’ reading skill development, the role of the teacher and the learning materials are crucial. This study is an attempt to describe the reading related activities in English text book for Grade 9 and how the texts are exploited in the classroom by teacher. This study uses a descriptive qualitative which analyze the textbook used by the students and observe an English teacher who teach the ninth grade. The data of this research collected through document analysis, classroom observation, and interviews. The data were   analyzed through four processes of data analysis which involved data collection, data reduction, data display and conclusion. The study found that, there are five types of reading related activities contain in English textbook namely: skimming/scanning activities, lexical items activity, linking words activity, activating activity, and questioning activity. Besides that, the most frequent exploited text done by the teacher in the class are completing activity in the form of fill the blank, grammatical words activity, and identifying order of event activity. This research was limited in time, number of subjects and data source so further research is suggested for more generable findings.

Literature like novels can contain many moral teachings, including how a human being develops into a better person because of certain events experienced during the plot development. The present study focuses on the character development of Piscine Molitor Patel in Yan Martell's The Life of Pi as he had to survive the Pacific Ocean for 227 days on a lifeboat with a hungry tiger. By employing close reading, it is revealed that Piscine Molitor Patel was revealed as a curious, smart, competitive, empathetic, obedient, loving, and humble character. These characterizations were revealed directly through the author's description and indirectly through thought, speech, and action. From these character revelations, it can be concluded that the development of Pi’s curious, smart, competitive, empathetic, obedient, loving, and humble character had help Pi survive the Pacific Ocean and continued living as a better person. By employing Freud’s psychoanalysis, Pi’s characterizations were then classified as reflections of his id, ego, and superego. The present study concludes that Pi’s characterizations reflect the development of the balance between his id, ego, and superego, which allowed him to survive the shipwreck and grow into a better person.

The demand for students with disabilities to get English lesson underlies the use of instructional media to help teachers to convey instructions as well as students in understanding English. Related to this case, this study aims to describe the types of instructional media used by teacher in SLB Negeri 2 Singaraja to teach an autistic student. The research data were gathered through observation, interviews, and document study. Based on the data obtained, it was found that the teacher used four types of instructional media namely videos, pictures, matching exercise, and real objects. As an implication, instructional media used by the teacher can convey instructions to autistic student even though they did not perfectly understand. Autistic student also understood English lesson better through these media than just listening to the teacher’s speech. 

The purpose of this study was to describe the implementation of song in teaching speaking competency as well as problems encountered by teachers during the implementation at SD N 2 Tembok, Buleleng Regency. Researchers collected data in a qualitative way, through interviews and observation. Then, the data were analyzed through 3 processes proposed by Dull & Reinhardt (2014). The purpose of implementing song in all stages in learning is to make students adapted with the English vocabulary and pronunciation by using fun method which is via song which is familiar for the students. Based on the result of this study, it can be concluded that the teacher basically implemented the song to the learning in three activities such as opening activity, whilst activity and closing activity by giving the link of youtube video to the students as well as helping them in translation to encourage the students to learning to speak English by using song. The problem that mostly occurred in the class to teach song for speaking English was internet connection due to online class caused of covid-19 pandemic. Because of that, doing voice recording is needed for the students to check their grammar as well as their pronunciation.

Penelitian ini bertujuan untuk menganalisis perencanaan penilaian formatif guru mata pelajaran bahasa Inggris dalam pembelajaran online di SMP Negeri 1 Singaraja. Penelitian ini menggunakan deskriptif kualitatif, lima Guru bahasa Inggris di SMP Negeri 1 Singaraja dipilih menjadi subjek dalam penelitian ini.Subjek dipilih dengan teknik purposive sampling. Metode pengumpulan data yang digunakan yaitu studi dokumen dan wawancara. Hasil penelitian menunjukkan bahwa semua guru bahasa Inggris sudah mengintegrasikan perencanaan penilaian formatif ke dalam rencana pembelajaran. Teknik penilaian formatif yang disiapkan oleh guru bahasa Inggris dalam pembelajaran online yaitu teknik bertanya, penugasan formatif, ulangan harian, diskusi, dan penilaian diri. Hasil penelitian ini juga menunjukan bahwa dimensi kriteria keberhasilan masih perlu diperhatikan dan ditingkatkan guna memaksimalkan manfaat penilaian formatif dalam pembelajaran online.

This research is based on the low learning outcomes of English language learning in elementary schools especially after the implementation of the 2013 curriculum where the time of learning English is much reduced from 4 hours a week in the Education Unit Level Curriculum (KTSP) to only 2 hours a week in the 2013 curriculum. To overcome these problems, it is considered important to implement the Audio-Visual Media-Assisted Enjoyable Learning Strategy. Pre-experimental research One Group Pretest-Posttest Design. The subjects in this study were grade 2 students in 8 elementary schools who had just implemented the 2013 curriculum in the 2018/2019 learning year in Buleleng sub-district. The data in this study were obtained by interview methods and field notes. With the random sampling technique, the subjects of this study were selected, namely grade 2 students in SD N 5 Banyuning, amounting to 27 students as a control group, and second grade students in SD N 2 Banjar Tegal, amounting to 25 students as the experimental group. Based on the results of the calculation of the tcount of 5.34. To find out the value of t table with degrees of freedom (dk) = 44 significance level (α) = 0.05 obtained the value of t table = 2.023. By comparing the value of tcount and ttable, the ratio of tcount> ttable is obtained, meaning H0 is rejected and Ha is accepted. And from the average, it was known that the experimental group was 20.86 and the control group was 15.18. This means experiment> control group. Thus, the Enjoyable Learning strategy assisted by audio visual media has a significant effect on the learning outcomes of English in Class II SD students in the 2013 Curriculum Application in the District of Buleleng, Buleleng Regency, Academic Year 2018/2019.