The transformation from face-to-face teaching to online teaching in this COVID-19 pandemic makes teachers have no excuse to integrate ICT in their teaching. Thus, ICT becomes the most important tool in educational setting currently. However, only 10% is known about how EFL teachers perceived the effectiveness of ICT integration in their teaching during this pandemic in Indonesia. Therefore, this study aims to investigate how they perceive ICT-ELT integration in terms of effectiveness and barriers of incorporating ICT. Guided by a descriptive quantitative research design, the empirical data were collected through distributing an online questionnaire to 126 primary and secondary EFL teachers. The results revealed that the majority of EFL teachers had positive perception in integrating ICT due to its effectiveness. However, it was also reported that lack of internet access, few technical supports from schools, and limited knowledge and training of ICT discouraged them in using ICT. This study indicated the importance of stakeholders and government supports to promote ICT-based teaching and learning by providing adequate technology access and technical supports for EFL teachers.

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Numerous studies have been conducted on the item test analysis in English test. However, investigation on the characteristics of a good test of English final semester test is still rare in several districts in East Java. This research sought to examine the quality of the English final semester test in the academic year of 2018/2019 in Ponorogo. A total of 151 samples in the form of students’ answers to the test were analysed based on item difficulty, item discrimination, and distractors’ effectiveness using Quest program. This descriptive quantitative research revealed that the test does not have good proportion among easy, medium, and difficult item. In the item discrimination, the test had 39 excellent items (97.5%) which meant that the test could discriminate among high and low achievers. Besides, the distractors could distract students since there were 32 items (80%) that had effective distractors. The findings of this research provided insights that item analysis became important process in constructing test. It related to find the quality of the test that directly affects the accuracy of students’ score.

For college students, reading and writing are very necessary for the success of their studies. Reading habit can severe their knowledge and comprehension in their field of subjects. This study sets out to investigate how students' reading skills affect students' academic writing. Fifty-two master students of English Language Education at Universitas Ahmad Dahlan in Yogyakarta, Indonesia were involved in this correlational study. Two questionnaires were used as instruments to obtain the data, i.e., the reading habit survey and the academic writing skill survey. The data were analyzed with descriptive statistics and single linear regression tests along with the prerequisite test of normality. The results revealed that the reading habit and writing skills of the students were at the medium level. Meanwhile, the other result showed that the reading habit had a profound effect on college students' academic writing skill shown by the p-value of T-test = 0.000 and F score = 352,524 at the significant 0,000 ≤ 0,05. In other words, reading habit has a significant influence on college students' academic writing skill.

In this era of information, communication, and technology, digital literacy is a must for the internet users including students. Digital literacy means the abilities to both select information on the internet and is aware of online safety. Despite the concerns about digital literacy, there is a paucity in the curriculum which does not state it as a learning goal. Therefore, this paper attempts to propose two models of learning activities to promote teaching digital literacy in an English classroom. After referring to several theories related to digital literacy and text types stated in Indonesian recently used curriculum, two models for teaching English at a senior high school level that promote digital literacy teaching are offered. The models comprise approaches to teach digital literacy, grades, text types, objectives, steps of learning activities, and assessments to assess students' learning.

This research was conducted to evaluate the management program in English village, to maintain the program that is implemented and to increase program quality.  Method used in this study was descriptive qualitative and quantitative research. Model evaluation used CIRO (Context, Input, Reaction, and Outcome) by War, Bird and Rackman. Subject of this reseach were 30 students, 4 tutors, and program director.  Interview, survey, and observation was used for collecting the data. The analyzed quantitative data used descriptive percentage and qualitative data used condensation, data exposure, conclusion drawing and verification. The result of this study comprise; (1) Context in this study considered to participant needed which synchronized to the standard implementation of the TOEFL real test and national standar. (2) Input have been provided well prepared including program plan, tutor qualification, for admission of course participants, and facilities. (3) Reaction of the participants atisfaction was in the satisfactory category and the participant's assessment reaction of the TOEFL program implementation process was in the very good category. (4) Outcome obtained by course participants in the TOEFL scoring has not increased significantly, it has even decreased during the last test.

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The new curriculum (2013 curriculum) encourages implementing the higher-order thinking skills (HOTS) approach in learning Islamic religious education in each academic unit in Indonesia. This paper intends to study the HOTS implementation trend in the learning process of Islamic religious education in Madrasas and schools. The method in this study is a systematic literature review. Researchers found that this trend began to emerge after implementing the 2013 curriculum by the Indonesian Government, where the curriculum used a scientific approach. Teachers, educators, and experts' efforts in implementing HOTS in Islamic Education learning can be grouped into two categories. The first is that they innovate the HOTS-based learning process, and the second is those who develop HOTS-based assessment instruments. Several innovations in the learning process were carried out by applying various learning methods, models, and strategies. The application of HOTS-based learning in Islamic Education learning can improve learning quality to be more effective, efficient, fun, and meaningful. This improvement, then, has an impact on increasing the quality of learning achievement. This study provides highlights and helps to understand the results of previous studies that discuss HOTS using systematic reviews in the implementation of Islamic Religious Education in Madrasas and Schools.