The ubiquitous use of digital technology brings the inevitability of online learning and its varying degree of teacher-student interactions, both in synchronous and asynchronous online learning modes. This present study reviews the strength and weaknesses of the two online learning modes to propose the use of blended online learning as the combination that harvests the strengths of asynchronous and synchronous modes of online learning with the opportunity to cover each other's weaknesses. The recent study employed Aveyard's literature review model as a method for gaining a comprehensive understanding of a specific topic using data and arguments from previous studies. Thirty-six articles published in reputable international journals or accredited national journals published in 2015-2020 were used. This review revealed that blended online learning combines the strengths of synchronous and synchronous learning in terms of authentic learning activities, flexibility, access, interaction, development of critical thinking, comprehension, and mastery, and student-centered nature of the learning. However, it still retains challenges in terms of network and connection issues from both online learning modes. This finding implies that blended learning can be the middle-ground to facilitate online learning with benefits from both synchronous and asynchronous online modes by minimizing the students’ exposure to the weaknesses from the two modes.

As technology brings both positive and negative impacts on children's characters, the present study argues that watching movies online can provide access to entertainment that contains values of character education as showcased by Disney's animated feature entitled Finding Dory. Through textual analysis, the present study identified all 18 values mandated by the Indonesian Ministry of National Education in this movie, with religious, democratic, and nature loving values that are most rarely and weakly represented and the other 15 values are strongly iterated, even though not very frequently presented, implying that when this movie can be recommended for educative entertainment for children, it is necessary for parents and teachers to balance it with additional emphasize on religious and democratic values to be in line with the culture and the foundation of the nation.

AbstrakTulisan ini mengulas perkembangan feminisme barat dari abad ke delapan belas hingga abad ke dua puluh satu saat feminisme memasuki era postfeminisme untuk mengungkapkan perubahan feminisme dari waktu ke waktu merupakan perkembangan yang menunjukkan kemampuan feminisme untuk menyesuaikan diri dengan tuntutan situasi dan kondisi yang dialami perempuan. Dalam garis besar, feminisme dapat dibagi menjadi empat tonggak perkembangan, yakni feminisme awal, feminisme gelombang pertama, feminisme gelombang kedua, dan feminisme gelombang ketiga dan/atau postfeminisme. Secara umum keempatnya memiliki tujuan yang sama yakni untuk memperjuangkan subjektivitas perempuan Masing-masing gelombang memiliki penekanan perjuangan yang berbeda dan setiap gelombang berikutnya merupakan revisi dari gelombang sebelumnya. Dikotomi feminisme gelombang ketiga dan/atau postfeminisme merupakan perkembangan yang paling majemuk dan menimbulkan banyak kontroversi karena postfeminisme merupakan persinggungan antara feminisme dan postmodernisme yang berkembang menjelang pergantian milennium yang berpadu dengan kebutuhan internal dalam feminisme sendiri. Kemajemukan dalam perkembangan feminisme terakhir ini harus dipandang sebagai kekayaan dan kelebihan karena itu berarti feminisme semakin terbuka terhadap perbedaan dan perubahan.Kata Kunci: Feminisme, postfeminisme, subjektivitas. AbstractThe present paper aims at review the development of western feminism from the eighteenth century up to the twenty-first century when feminism entered the era of postfeminism in order to demonstrate that the developments of feminism is a continuous process which shows feminism's adaptability to women's contemporary issues. In the broadest sense, feminism can be periodically divided into four stages of development, namely the early feminism, the first-wave feminism, the second-wave feminism, and the third-wave feminism and/or postfeminism. In general they all share the same goal that is to promote female subjectivity with different emphases in their goals and each subsequent wave is a revision of the proceeding wave. Third-wave feminism and/or postfeminism, however, is the most plural and controversial development as it is the intersection between feminism with the postmodern paradigms that develops robustly before the turn of the millennium combined with the internal demands from within feminism. The pluralism in this last stage of feminism should be considered as strength for feminism as it shows feminism's adaptability to diversity and change.

As YouTube has become an integral part of the students' daily social media consumption, the present study argues that it can also be a valuable language learning source. Following George's ( 2008) model of Library Research and Aveyard's (2010) concept of Systematic Literary review, the present study selected and synthesise previous research and experts' opinion on the use of social media and YouTube for teaching English to young bilingual learners to propose the benefits of using YouTube as a medium for second language learning. YouTube has generally deemed a useful learning resource for young learners, and studies have highlighted the positive impacts of using YouTube to improve young learners' English skills. However, experts and researchers are also concerned about the weaknesses and threats posed by YouTube as a learning source for teaching English for young learners. These are prerequisite stable internet connection to access YouTube, irrelevant ads that cut in the middle of the videos, and next-videos suggestions that are not always relevant with the learning material in focus. Thus, while YouTube can be a useful learning resource, strategies to tackle its weaknesses are needed to optimise the benefits of using YouTube as a learning source for young learners.

This study was a descriptive qualitative study aimed at analysing types of error and sources of error in the short biography text writings in English language teaching (ELT) context. The subject of this study was 11 th Grade of Accounting Department Students of a Vocational High School in Singaraja in the academic year 2015/2016. The instruments in the study were researcher, tabulation table, and interview guide. The textual analysis design was used in this study to gather the data. The students' errors were analysed according to surface strategy taxonomy by Dulay et al. (1982). This study revealed that misformation was the most frequent errors occurred in the students' writings, followed by omission, addition, and misordering. Furthermore, the sources of error were identified according to four sources of error by Brown (2007). This study found that interlingual transfer was the main sources of students' errors, followed by context of learning, interlingual transfer, and communication strategy. Related to these findings, the present study suggested that teachers pay more serious attention to students' errors by comparing the students' first language system and the target language system in order to avoid errors.