The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT) framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.

AbstrakKurikulum 2013 merupakan kurikulum nasional terbaru di Indonesia yang menuntut siswa untuk menguasai empat kecakapan Abad 21, yaitu berpikir kritis, kolaborasi, kreativitas, dan komunikasi. Terutama bagi sekolah kejuruan, siswa harus menguasai Bahasa Inggris sebagai salah satu tuntutan dunia kerja. Dalam Kurikulum 2013 terdapat tiga aspek yang perlu diukur, yaitu (1) implementasi kompetensi inti, (2) implementasi proses pengajaran dan pembelajaran, dan (3) implementasi proses penilaian hasil belajar. Penelitian ini menggunakan kuesioner terbuka dan tertutup yang hasilnya kemudian dianalisis menggunakan statistic deskriptif. Penelitian ini menemukan bahwa tiga aspek dari Kurikulum 2013 telah diterapkan dengan baik, namun tetap memerlukan program pelatihan dan pengembangan guru untuk menguasai keseluruhan aspek kurikulum. Kedepannya, perhatian dari siswa terhadap tuntutan dari kurikulum ini juga diperlukan. Oleh karena itu, inhouse training Kurikulum 2013 yang efektif dan efisien direkomendasikan untuk guru Bahasa Inggris. AbstractThe curriculum 2013 is the latest Indonesia curriculum that requires students to have 4 C's learning (Critical thinking, Collaboration, Creativity and Communication) as demanding of 21st century need. Especially for vocational school students, they have to be mastered in English as one of requirement for them to be involved in workforce. In the curriculum 2013 includes three main aspects that need to be measured; the implementation of core competence, the implementation the process of teaching and learning process and the implementation of assessment process.This study employed open-ended and close-ended questionnaires that analyzed statistically and descriptively. The finding of this study revealed the three aspects of the curriculum 2013 is well implemented yet the training and teacher development program are needed for the teachers to master the whole aspects this curriculum. Further, any attention from the students to the demands of this curriculum is also needed. Thus, it is recommended an effective and efficient trainings or in-house training of the 2013 curriculum for English teachers.

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The pandemic corona virus 2019 (COVID-19) has become an international concern and poses challenges to psychological resilience in all fields, one of which is education. Therefore an effective learning strategy is needed to deal with this pandemic. The purpose of this study was to survey students spread across various universities in Indonesia and Malaysia regarding e-learning systems conducted during the COVID-19 outbreak in Indonesia and Malaysia in 2020, e-learning systems starting from student knowledge about e-learning, planning elearning, implementing e-learning until evaluating e-learning activities. Data will be used for future reference. This research is a descriptive study with cross sectional approach. The Likert scale survey method is used with a total of 136 student respondents from tertiary institutions in Indonesia and Malaysia. The results of the analysis show that students know e-learning as a distance learning system in dealing with the current pandemic corona virus, 51% expressed agreement related to e-learning preparation, 38% stated neutral in e-learning planning and 68% stated neutral in evaluating the implementation of e-learning. Student assessment and good perception about e-learning play a big role in the implementation of learning with e-learning. E-learning has a positive impact and has become an alternative learning process for lecturers and students. Good preparation is needed in implementing e-learning so that e-learning activities can be carried out effectively. Interaction can be developed and limited conditions through face-to-face meetings can be answered through e-learning activities.

Quizizz, a web-based assessment tool, has been innovatively used in formative assessment to activate students self-assessment. The need of timely feedback on students' performance is key point of self-assessment which most teachers rarely give due to lack of time. This study aims to present a practical way of self-assessment by making use of Quizizz features to improve student' grammar understanding. The students' improvement on grammar after self-assessment was also investigated. The data were obtained from fourteen eleventh graders of a senior high school in Bandung. The instruments employed were observation to observe how students conducted self-assessment with Quizizz, interview to find out more in-depth data on students' self-assessment practice, and test to investigate students' improvement on grammar. The result shows that students were able to do self-assessment as a result of their ability to identify their strengths and weakness prompted by Quizizz: do the first quizreceive feedbackreview-replay the quizdo the next quiz. Majority of students showed significant improvement on their grammar understanding depicted from the increasing score among three tests they took respectively. This study is expected to contribute towards the innovation of selfassessment with the use of Quizizz or other platforms by taking the process of understanding into consideration rather than relying on replacing paper-and-pencil-test with gamified quizzes.

A good and appropriate learning process will motivate learners, and will eventually have an impact on improved learning outcomes. The researchers conducted an investigation into the influence of interest and motivation on learning outcomes of Korean Education Study Program students in a state university in Indonesia in the particular subject of Language and Art Appreciation. The compulsory subject is part of the faculty’s mission to cultivate literary and art appreciation of its students. A survey employing a Likert-based questionnaire consisting of 60 items was carried out, and documentary analysis was conducted to the students’ final exam grades in the subject of Language and Art Appreciation. The results show that interest and motivation had significant influence on students’ learning outcomes, as shown by their final exam grades in the subject. It can be concluded then that high level of interest and motivation determined the success of learning outcomes, especially in the subject of Language and Art Appreciation.

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Vocabulary Learning Strategies and knowledge of affixes have long been considered to have influence on learners' vocabulary learning. However, how they relate to each other seems to have drawn little attention. This current study was intended to explore the frequency of vocabulary learning strategies used by Indonesian high school students, to find out their knowledge of affixes as well as to figure out how their reported vocabulary learning strategies use relate to their knowledge of affixes. This correlational study involved 116 participants of the first grade of senior high school consisting of 27 males and 89 females aged between fourteen and seventeen years old. A questionnaire of Vocabulary Learning Strategies adapted from Schmitt (1997) and a Word Part Level Test proposed by Sasao & Webb (2015) were employed to answer the research questions. Using Statistical Package for the Social Sciences software (SPSS version 24), it was discovered that the participants used a medium level of frequency of Vocabulary Learning Strategies with Determination strategy most preferred by them. In addition, it was found that their affixes knowledge was low with multi, re-, inter-, dis- ,-ful, and-er respectively considered as the order of their affixes acquisition. With respect to their interrelatedness, the overall participants' Vocabulary Learning Strategies significantly contribute to their knowledge of affixes. However, unlike Memory strategy, Determination strategy proved to have no significant contributions to their affixes knowledge.