HighlightsSocial media of Instagram plays an important role in daily life communication and interaction also pledge a myriad potential learning to develop students' English skills.

Articles published in international and national journals have rich potentials for learning sources for a greater understanding and productivity to conduct novel and essential research since their publication has been scholarly processed through the hands of journal editors. Readers can learn the research methods from the models found in journal articles. This paper elaborates the research methods used in studies on Listening skills using social media and other technological tools. The elaboration is formulated from the research methods used by journal article writers worldwide. The articles are taken as the corpus of the study and analyzed using grounded analysis. Among them are case study, ethnography research, phenomenology, grounded theory, narrative, content analysis, document analysis, descriptive qualitative, pre-experimental research, quasi-experimental research, true experimental research, correlational research, ex-post facto, survey research, classroom action research, collaboration action research, and mixed-methods. However, due to the limited space, the paper will only describe five popular methods in teaching listening skills utilizing social media and technological tools for the last ten years include experimental research, classroom action research, survey research, case study, and descriptive qualitative research. The description of each method is supported by examples found in international and national journal articles published worldwide.

Mobile technology plays an equal role with face-to-face interaction in the learning process in this current era. One of the most commonly utilized technologies is the use of social media integrated with the face-to-face teaching and learning as called a blended-learning. This recent study aims: (1) to investigate how the blended learning process is operated, (2) to determine students’ perceptions in learning English through blended learning. This study was an explanatory mixed-method research design using observation, questionnaire, and interview as instruments to collect data from the purposively selected 26 students. The results of this study indicated that the process of learning English through blended learning both offline (face-to-face) and online (WhatsApp application) was well-implemented. Besides, students also showed a lot of positive perceptions when learning English through blended learning utilizing social media of WhatsApp and through the face-to-face form of language learning interaction. Thus, the researchers concluded that blended learning maintains essential behavioral, cognitive, and emotional aspects in English learning.

In this 21st century, human being is not separated with theories about gender and language which has been established from the simultaneous researches with the aim is to see a novelty on that issue. This paper summarizes findings about gender differences in language development, gender differences in language acquisition focusing on male and female brain function in acquiring language in this case English as a foreign language (EFL), gender differences in language comprehension, and gender differences in language production. The implications to teaching and learning further are presented

Masalah dalam penelitian ini adalah masih ditemukannya anak usia sekolah yang sulit melanjutkan pendidikannya disebabkan faktor kemiskinan keluarganya. Penelitian ini bertujuan untuk mengetahui dan menganalisis pemberdayan pendidikan masyarakat miskin di Kota Kendari. Penelitian ini menggunakan pendekatan kualitatif. Teknik pengumpulan data melalui observasi, wawancara mendalam dan studi dokumen.Data penelitian ini dianalisis secara deskriptif kualitatif. Temuan hasil penelitian menghasilkan pola pemberdayaan masyarakat yang berbeda dengan pemberdayaan pendidikan yang telah ada sebelumnya. Pada pemberdayaan pendidikan sebelumnya pihak pemerintah atau lembaga-lembaga swasta lebih dominan melakukan pemberdayaan pendidikan, sedangkan pada pola pemberdayaan pendidikan dengan pola one help one tersebut, pemberdayaan pendidikan sepenuhnya dilakukan oleh masyarakat secara mandiri, sedangkan pemerintah hanya memfasilitasi pemberdayaan pendidikan antara keluarga mampu dengan keluarga kurang mampu (miskin). Hasil pemberdayaan dengan pola one help one tersebut telah memberdayakan pendidikan sebanyak 283 kepala keluarga. Adapun wujud pemberdayaanya pendidikan adalah keluarga mampu memberikan beasiswa pendidikan sampai tingkat pendidikan dasar bagi satu keluarga kurang mampu.

Penggunaan input internal pada budidaya padi dengan pemanfaatan limbah, berupa jerami, sekam, maupun bekatul baik yang difermentasi maupun penggunaan langsung tanpa fermentasi. Limbah padi mempunyai keunggulan berupa kandungan fitan dan salisilik yang tinggi pada bekatul, sekam dan jerami. Penelitian ini bertujuan untuk mengetahui respons tanaman padi (Oryza sativa L.) terhadap jenis dan waktu pemberian pupuk organik serta untuk melihat interaksi antara jenis dan waktu pemberian pupuk organik terhadap pertumbuhan dan hasil tanaman padi. Penelitian ini dilaksanakan di Gampong Geuce Kayee Jato, Kecamatan Banda Raya, Banda Aceh, sejak Juli 2012 sampai Maret 2013. Rancangan percobaan yang digunakan dalam penelitian ini adalah rancangan acak kelompok (RAK) pola faktorial dengan tiga ulangan yang terdiri dari dua faktor yaitu faktor jenis bahan organik (J) terdiri dari enam taraf yaitu J0 = Kontrol, J1 = Kompos, J2 = Dedak halus, J3 = Dedak halus fermentasi, J4 = Dedak kasar, J5 = Dedak kasar fermentasi. Faktor kedua adalah waktu pemberian pupuk organik (W) yang terdiri dari W1 = 1 minggu sebelum tanam, W2 = 1 minggu setelah tanam. Parameter yang diamati antara lain tinggi tanaman, jumlah anakan, jumlah anakan produktif, panjang daun, lebar daun, panjang malai, umur berbunga, gabah berisi per pot, presentase gabah hampa per pot, dan berat 1000 butir. Hasil penelitian menunjukkan bahwa terdapat interaksi yang sangat nyata antara perlakuan jenis pupuk organik dan waktu pemupukan terhadap pertumbuhan dan hasil tanaman padi. Interaksi terbaik dijumpai pada perlakuan dedak kasar fermentasi dan waktu pemupukan seminggu sebelum tanam. Jenis pupuk organik berpengaruh terhadap pertumbuhan dan hasil tanaman padi. Hasil padi tertinggi diperoleh pada perlakuan jenis pupuk dedak kasar fermentasi. Waktu pemupukan berpengaruh terhadap pertumbuhan dan hasil tanaman padi. Perlakuan waktu pemupukan terbaik adalah seminggu sebelum tanam.

It is quite challenging at this moment for undergraduate students to study from home (SFH) during the COVID-19 outbreaks. Social distancing practices applied during the coronavirus outbreaks to most of the public settings, including at academic activities at university. Fortunately, there have been many platforms of social media provided and accessed easily in this digital era. This current study aimed at investigating and understanding higher education students’ perspectives on social media in learning English independently in the COVID-19 outbreak. Researchers used an online survey as the main research instrument to gather data from 147 potential students to be the respondents to fill out the survey from three universities in the Sulawesi region, Indonesia. The result showed that 81% of respondents used WhatsApp as the medium to study autonomously at home during the pandemic. Besides, YouTube (77.6%), Instagram (57.8%), Facebook (29.3%), and Twitter (24.5%) also became the additional choices. They used those friendly-users and cheap accessed social media platforms to watch and to listen to English videos (79.6%) also to have the written chats in English with friends and teachers (67.3%) as well as to have the audio and video calling in English (36.1%). Further, during the pandemic, respondents improve their speaking skills (37.4%), listening skills (29.3%), reading skills (17%), and writing skills (16.3%) through social media. Even though the world is distracted, university students in this region keep their motivation to learn English from home autonomously.

This study aimed to describe the implementation of microteaching activity by pre-service teachers in TEFL 2 class as well as to get an overview of the problems faced during microteaching so that they are able to improve the competence of teaching English later in both schools and other educational institutions. In this study, the method used was descriptive qualitative. The subject of the study were taken purposively by considering the achievement gained in previous subject namely in TEFL I class they reached the average value of 90 out of 100 with the number of subjects four (4) pre-service teachers. Data were collected through observation using video recording and field note as well as semi structured-interview. Aspects to be analyzed were methods used from opening, main, and closing activities by considering the characteristics of the method applied. The results of this study showed that Grammar Translation Method (GTM) and Audio-Lingual Method (ALM) became a method preference during the microteaching. Pre-service teachers showed no hesitation and well prepared in applying the methods.  Translation activities, dialogue memorization, repetition technique, word pair technique, and game grammar technique were occurred. Problems faced were the gap between the theories and the practice of teaching methods such as lack of skills in facial and body expression, classroom management, and stresses with noises from classmates as the students