This study was aimed at investigating whether or not there was a significant effect of the implementation of Big Book as media on reading comprehension achievement of the fifth grade students. This study was conducted in SD Laboratorium Undiksha Singaraja in the form of an experimental research with post-Test only Control Group Design. The population was the fifth grade in which two classes were selected as the sample of the study. Then, the samples were decided as the experimental group and control group by using lottery. The experimental group was taught by using Big Book as media and the control group was taught by using conventional media. The data were analyzed by using t-test through SPSS 17.0. The result of the data analysis showed that students in experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean score of the experimental group was 85.51 while the mean score of the control group was 75.56. The result of the t-test also showed that the value of Sig (2-tailed) 0.000 was less than 0.05. It can be concluded that there was a significant difference of reading comprehension achievement between students treated with big book as media and those treated using conventional media at fifth grade of elementary school in SD Laboratorium Undiksha Singaraja.

The COVID-19 pandemic has affected educational practices worldwide, including English language teaching and learning practices like teaching speaking courses. It has also shifted face-to-face learning into distance learning modes. Implementing e-portfolios in assessing students' speaking performance seems to be an alternative as this technique could be implemented fully online. However, how well e-portfolios facilitate students' learning engagement in speaking courses, especially during online learning, has been little documented. Thus, this study aims to explore the students' learning engagement and the challenges of implementing e-portfolios in an online speaking course. Using a single case study in an English Language Department at a public education university in Indonesia, the study involved ten participants selected using a purposive sampling technique. Data were collected from various resources, such as phone interviews, videos, and reflection journals, as data/source triangulation. The data were then analyzed using a theoretical thematic analysis technique. The findings revealed that the participants had active participation and showed almost similar engagements in cognitive, affective, and behavioral domains during the online speaking course. However, the students also faced several challenges that inevitably affected their feelings. Few implications are also discussed pertaining to conduct English language teaching practices during the COVID-19 pandemic.

This study aims to develop a digital teaching media using PowToon that will help raise the integration of ICT in the young learner classroom. In this study, a design and development research method (DDR) was used. The media were developed by applying phases of ADDIE. The development was based on questionnaires, interviews, and the syllabus of the elementary level. Four to six topics in each grade were developed using PowToon. Upon completion of the development phase, 31 prototypes were consulted with material and media experts. Although those media were categorized as excellent media, some improvements were still conducted in compliance with the experts' suggestions. The PowToon-based video media reached its final form following the applications in the classroom in line with observations conducted during its application and the feedback given by the teachers and students.

Working with nowadays children, technology cannot be neglected to be involved in their learning. Gamification in education becomes very popular as one of the most effective methods in facilitating students' learning. Inserting gamification elements in Balinese Local Stories was the purpose of this R&D research. In order to develop a gamified Balinese local story, the ADDIE model was used. As a result, 5 stories had been developed in the form of application with the insertion of gamification elements, like points, badges, levels, and leaderboards. The products had been judged by ICT media expert and educational material expert. Based on the result of expert judgment rubrics, the products were categorized as excellent application. As an implication, these media can be used to facilitate students in learning English.

The advent of technology has enabled the implementation of e-portfolio in students speaking performance to collect and store their artifacts online. With the implementation of technology, e-portfolio tends to be incorporated with flipped classrooms. Previous studies, however, failed to consider the implementation of this incorporation, especially in teaching speaking skills. it is thereby leading to a lack of literature on this topic. This research, therefore, aims to examine the effect of e-portfolio in flipped classrooms on students' speaking performance and explore their learning engagement. An explanatory sequential mixedmethod approach consisting of speaking test and interview methods was used to obtain data from 63 twelfth grade students, 29 in the experiment group and 34 in the control. The speaking test and interviews data were analyzed using the independent t-test and the qualitative content analysis technique, respectively. The result showed a significant effect of e-portfolio in flipped classrooms on students' speaking performance. Furthermore, students showed active behavioral, cognitive, and affective engagement. in conclusion, this study discussed all three possible implications for English language teaching.

This research aimed to (1) develop character based big book as a media for teaching English at sixth grade students at SD Lab UNDIKSHA Singaraja, and (2) find out the quality of character based big book developed. The subject of this research was thirty-two students of sixth grade students of elementary school at SD Lab UNDIKSHA Singaraja. The data of this research were obtained by using observation sheet, interview guide, item of questionnaire, checklist, rubric, and notes. This research was R & D (research and development) which followed several procedures based on Sugiyono model namely identifying potency and problem, collecting data, designing product, validating design product, revising design product, trying-out product, and revising product. The result of this research showed that there were five kinds of character based big book developed with the theme seasons, tourism, direction, airport, and transportation. Each big book consisted of fourteen up to fifteen pages and inserted character education in its story. For the quality of the media, it was found that the character based big book developed was categorized as excellent media. Thus, it was proper to be used as a media for teaching English at sixth grade students.

Abstract-Since big book becomes one kind of tools which can facilitate students' comprehension during reading stories activities conducted by teachers, this study aimed to know the implementation of Big Book in improving students' reading comprehension of the sixth-grade students. Descriptive Qualitative was used with the sixth-grade students as the subject in this study. The instruments used in this study were a video recorder, teacher's diary, and interview guide. The data were collected through observations and interviews. The result of this study showed that the implementation of Big Book was very helpful for improving students' reading comprehension.

This study aims at developing media for group work activity in teaching reading for elementary school students. It was conducted in SD 4 Kaliuntu located in Buleleng. Observation sheets, teacher questionnaires, students' questionnaires, and rubric were used to gain the data. Sugiyono's R&D model was employed as the research procedures. The data obtained were quantitatively and qualitatively analyzed. From the result, it was found that the media could be developed by conducting several procedures, such as preliminary observation, syllabus analysis, library research, media development, experts' judgment, and field test. Through those procedures, excellent prototype media named CALF were designed. As the implication, group work could be done effectively in that school setting.