This current study purposed to investigate the use of multimedia-assisted learning in a flipped classroom for fostering the students’ autonomous learning on EFL University. The students are encouraged to learn independently by having multimedia learning sources and they are also stimulated to find their difficulties in the learning process. Meanwhile, teacher and students are discussing the solution from the students’ difficulties during their independent learning in the classroom. The successful completion of pre-learning depends on the students’ responsibilities and motivations. 15 students of the English Education department were involved as the participants in this study. The data were collected through observation, questionnaire, and semi-structured interview. The finding of this study showed that a flipped classroom by using multimedia-assisted learning helps the students stimulate their autonomous learning because the students feel free to explore their creativity through an independent learning atmosphere without any tension

This article presents an analysis of the nature of propositions made in President Trump's persuasive, yet controversial speech on Jerusalem from the perspective of mood analysis. The interpersonal relationships between the speaker and the audience concerning the building of ethos, pathos, and logos are revealed. It applies a discourse analysis with a qualitative approach to see how the President grammatically composed his ethos, pathos, and logos clauses. The results show that in the speech: 1) the ethos clause was built by employing the declarative mood functioning as a statement to show his credibility; 2) the pathos clauses were composed by implementing two moods: mostly declaratives which mainly functioned as statements, and few imperative moods to arouse both positive and negative feelings of the audience; 3) and the logos clauses were composed by using the declarative moods functioning as statements to give bases for his argumentation. The high use of declarative moods indicated that he positioned himself as an information bearer, to shorten the gap between him and his audience. Grammatically, the controversial side of the speech was mostly featured by several clauses containing negative elements such as blaming and negative polarity, especially when talking about previous US presidents and governments.

This study is to reveal the types of mood and their speech function realizations in a text (an article) issued in Rumiyah magazine entitled ‘The Kafir's blood is halal for you, so shed it’. A discourse analysis with a qualitative approach is applied. The results of the analysis are then correlated with Kellermann and Cole's classification of compliance-gaining strategy to see the persuasion strategies applied. The results show that Rumiyah , in this text, mainly employs declarative mood to function as statements of opinion, statements of fact, and indirect directives. In terms of Kellermann and Cole's classification, the speech function realizations indicates six strategies of persuasion: The 'nature of situation' to deliver its opinions; the ‘authority appeal’ to present that the opinions and arguments come from very powerful sources; the ‘duty’ to show that hating and killing mushrikin (non-Muslims) is an honorable obligation of a Muslim; the 'logical empirical' to clarify and explain Allah's or the Prophet's words or statements; the 'assertion' to state forcefully an obligation or a prohibition of doing something; and the ‘moral appeal’ to get the readers' compliance by appealing to their moral standards. In this text, the statement of fact (TSSS technique) becomes the key element in persuading the readers.

Since the goal of teaching English is now shifted from communicative competence to intercultural communicative competence (ICC), English teachers should rethink of and be selective on using teaching sources which are mainly referred to textbooks. Many studies were then conducted to analyze the cultural contents in EFL textbooks in Asia whether they meet global goals in ELT. Analyzing textbook contents is now significantly needed by English teachers because of the trend movement in ELT. They should correspond the teaching materials to the notion of ICC in the in-use textbooks. In Indonesia, government has already recommended the English textbooks used at schools. One of them is Bahasa Inggris for the tenth graders. With respect to cultural teaching, English teachers are reluctant to employ the textbook in the classroom. Therefore, this present paper tries (1) to reveal to what extent the learning tasks in Bahasa Inggris contain intercultural competence and (2) to identify what components of intercultural competence are embedded in the textbook learning tasks. This study employs the model of ICC proposed by Byram. The findings show that very small extent learning tasks encourage students' intercultural competence. Yet, communicative competence is much promoted.

2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded. Highlights: Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually. Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.  

In the aim to engage the volatile future, Kemendikbud considered developing the textbooks with cultural values imbued for the 2013 Curriculum. This study is a content analysis that seeks to examine the cultural elements found in the English textbooks for junior high schoolers, to discover the evidence of global cultural manifestation in the textbooks, as well as to find out the space given to local culture in the textbooks. The data were collected from the latest revision of ‘When English Rings a Bell’ textbook for both 7th & 8th grade, and ‘Think Globally Act Locally’ textbook for 9th grade. The data then analyzed qualitatively. The findings showed that: (1) social group & social identity dictate the cultural dimension, followed by belief & behavior. While another aspect, such as stereotypes & national identity, social interaction, the life-cycle & socialization, national culture heritage, national geography, national history as well as socio-political institution, are not commonly presented. This idea is in line with the curriculum objectives to facilitate the development of students with proper character, behavior and a strong sense of nationality. In terms of proportionality as shown by cultural dimensions, it is inferred that the English textbooks are on their way to perfection; (2) the existence of the target cultures is still dominant, yet the authors had tried to maintain the initial content of the source culture, as well as (3) the students require to realize the importance of learning culture from their English textbooks & develop their cultural competence and a certain degree of respect, as well as tolerance for others.

In language learning environments, technology is rapidly manipulated to encourage engagement, promote autonomy, and boost motivation. Many instructors have initiated to exploit online platforms and tools as a more engaging alternative to conventional activities. One of the engaging, and enjoyable games is Kahoot. The purpose of this study is to perceive the course content of Kahoot in the classroom to increase exam scores in vocabulary, and boost student engagement, and motivation. In addition, this study also explored the issues encountered by students in vocabulary learning through Kahoot. The impact of gamification on student achievement was assessed using quantitative and qualitative methods on the first-year students of the English department (N = 82). The findings revealed that incorporating Kahoot for teaching vocabulary effectively allows learners to expand a deeper understanding of vocabulary and course concepts indicated by exam scores improvement. This method also has a positive impact on student engagement as well as motivation. Furthermore, rigorous future research is needed to fully understand Kahoot’s efficacy and to improve pedagogy in the vocabulary classroom.

A videoconferencing system to communicate synchronously is an indispensable tool for educators, teachers, students, parents, and administrators in online courses. One of the effective online learning platforms that can increase student engagement and motivation in online courses is Microsoft Teams. This research aimed to explore English as a Foreign Language (EFL) students’ views of enacting Microsoft Teams videoconferencing. This study employed a mixed-method design complemented by observation, open-ended questionnaires, as well as in-depth interviews for qualitative analysis in capturing and exploring their experience of synchronous learning using the Microsoft Teams in the post-pandemic. Furthermore, close-ended questionnaires were also distributed as quantitative data. The results revealed that Microsoft Teams helped the learners to be more involved in debates with both faculty and students as a result of their participation in discussion forums. They also gained a better comprehension and knowledge of language learning. It was clear that they were highly motivated and enjoyed the online course due to its ease of use and fun features, and they appreciated direct feedback in the synchronous online meeting. Thus, the learners with strong motivation can develop their learning autonomy. They can monitor and evaluate their self-progress in learning. Further research is highly recommended for exploiting Microsoft Teams to create innovations in a virtual classroom.