The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if The aim of this research is to explore the strengths and weaknesses of teaching speaking by using LMS-Edmodo based on the teacher’s perceptions. This research is a qualitative descriptive approach that involved one teacher as a participant. Observation, documentation, and interview are three kinds of instruments which were applied to this research. The data were collected by using three stages of qualitative analysis (Miles & Huberman, 1994), which were data reduction, data display, and conclusion drawing and verification. Based on the teacher’s perception, the strengths of teaching speaking by using Edmodo are its economy, privacy, simplicity, and flexibility. On the other hand, time-consuming, harm to the teacher’s health, slow loading if lacks of internet connection, the error of the system, easy for students to copy and paste their classmates’ assignments are its weaknesses.

This paper aimed at investigating English for Occupational Purposes (EOP) students' speaking anxiety levels, their sources of anxiety, and their coping strategies to reduce it. This paper involved eight students from two classes with different English abilities and employed a case study conducted in a company in Indonesia. Three kinds of instruments were applied for this study: classroom observation, FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires by Horwitz (1986), and semistructured interview. The study revealed that the students with anxious and mildly anxious levels had the highest percentage (each of them was 37%), while those categorized as relaxed and very relaxed levels had lower percentage (each of them was 17%). Moreover, the participants who belonged to anxious and mildly anxious levels stated that FLA (Foreign Language Anxiety) sources included communication apprehension, test anxiety, and a fear of negative evaluation with similar percentages (each of them 33.34%). Lastly, coping strategies that all anxious students used in this study were compromise behaviors.Penelitian ini bertujuan untuk mengeksplorasi kecemasan berbicara Bahasa Inggris sebagai bahasa asing siswa di kelas EOP dan strategi mengatasinya. Penelitian ini melibatkan delapan siswa dari dua kelas yang berbeda kemampuan Bahasa Inggrisnya dengan menggunakan desain penelitian studi kasus yang dilakukan di sebuah perusahaan di Bekasi. Tiga jenis instrumen diterapkan untuk penelitian ini: observasi kelas, kuesioner (diadaptasi dari Skala Kecemasan Kelas Bahasa Asing oleh Horwitz) dan wawancara semi terstruktur. Data dikumpulkan dengan cara 194 | I r a w a n , W a r n i & W i j i r a h a y u merekam audio dan video untuk menangkap sumber kecemasan siswa dan strategi mengatasinya. Data-data tersebut ditranskrip dan dikodekan dengan menggunakan kategorisasi dari strategi pengkodean Alwasilah (2002). Data juga diperoleh dengan mengkuantifikasi data kuesioner untuk mengetahui tingkat kecemasan siswa. Temuan pertama mengungkapkan bahwa siswa yang dikategorikan sebagai siswa yang cemas dan agak cemas dalam berbicara Bahasa Inggris memiliki persentase tertinggi (masing-masing 37%), sedangkan mereka yang dikategorikan sebagai siswa yang santai dan sangat santai memiliki persentase yang lebih rendah (masing-masing 17%). Kedua, peserta penelitian yang dikategorikan sebagai siswa yang cemas dan agak cemas menyatakan bahwa semua sumber kecemasan berbicara Bahasa Inggris yaitu kekhawatiran berkomunikasi, kecemasan akan tes, dan ketakutan akan evaluasi negatif memiliki persentase yang sama (masing-masing 33.34%). Terakhir, strategi penanggulangan yang digunakan semua siswa yang mengalami kecemasan dalam berbicara bahasa Inggris dalam penelitian ini adalah berkompromi.

This research aims to find problems faced by five EFL students in implementing TikTok as a speaking learning medium. This study used a qualitative methodology, including data collection techniques such as observation and questionnaires, and data analysis procedures such as data reduction, display, and conclusion drawing/verification from Miles and Huberman (1994), with the researchers serving as the primary instrument and the students serving as the primary informants. The findings of the study indicated that the students confront several challenges when using TikTok as a spoken learning medium. Their challenges are the inability to concentrate due to the distractions from other videos, insufficient teacher's written explanation, and a lack of interaction with others. As a result, a teacher should combine this medium with other media to improve the teaching and learning process. The results of this study have pedagogical significance in the area of implementing social media in speaking instruction.

No abstract

Setiap anak adalah individu yang unik, karena faktor bawaan dan lingkungan yang berbeda. Maka pertumbuhan dan perkembangan anak juga berbeda. Perkembangan sosial anak dapat dipengaruhi oleh pola asuh orang tua yaitu ibu. Dalam mengasuh anak ibu cenderung menggunakan pola asuh tertentu. Penggunaan pola asuh ini memberikan dampak perkembangan terhadap bentuk-bentuk perilaku tertentu pada anak. Banyak anak usia prasekolah menunjukkan perilaku sosial yang kurang kondusif dan pelayanan bimbingan perkembangan perilaku sosial anak yang belum sistematik dan terarah. Tujuan penelitian ini untuk mengetahui hubungan pola asuh ibu bekerja dengan perkembangan sosial anak usia prasekolah di TK Muslimat NU 001 Ponorogo.Penelitian kuantitatif, dengan menggunakan jenis rancangan korelasi yang mengkaji dan mengetahui hubungan antara variabel dengan menggunakan pendekatan cross sectional, dengan jumlah r0esponden 67 orang. Hubungan pola asuh ibu bekerja dengan perkembangan sosial anak usia prasekolah di TK Muslimat NU 001 Ponorogo dianalisis dengan menggunakan Fisher’s Exact.Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara pola asuh ibu bekerja dengan perkembangan sosial anak usia prasekolah  dengan p value = 0,000 dan contingency coefficient = 0,562.Penelitian ini dapat disimpulkan bahwa pola asuh ibu bekerja menentukan perkembangan sosial anak usia prasekolah. Disarankan kepada ibu bekerja untuk menerapkan pola asuh demokratis sebagai salah satu upaya untuk mendukung proses perkembangan anak yang optimal.

School culture is an integral part of the school that can affect the quality of behavior and can change students' cognitive patterns. The values of Pancasila as the ideology of the nation can be incorporated into school culture as a special feature of education in Indonesia. The importance of internalizing school culture as a process of habituation in growing student awareness must have the support of all school members. The purpose of this study is to foster student's awareness of the values of Pancasila as a view of the life of the Indonesian nation through the internalization of school culture. The research method used is descriptive qualitative. Data collection used in this study was field observations, interviews, and document analysis. Analysis of the data used is the display of data, data reduction, data presentation, and concluding. The results showed that the internalization of school culture to foster awareness of Pancasila values can be done through structuring the maintained and maintained physical environment of the school, structuring the school's social environment with social activities, structuring school personnel with the creation of security, order, and comfort of school residents, classroom management by applying the values of Pancasila in each learning process, the leadership of the principal by synergizing all components of the school, building a solid work spirit, improving school quality. The contribution of this research is that fostering awareness of the values of Pancasila must be done by all schools by optimizing the culture of the school they have.

This study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. This study is quantitative research with a correlation method. The researcher conducted this study at SMPN 2 Kasihan.  The population of this study included all of the 8th graders. The sample of this study consists of 93 students.  To gain the data, the researcher distributed the questionnaires to the students. The data analysis technique used in this research used Rank Spearman Correlation, with SPSS version 23 for the windows program. The result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. It is evidenced by the Rank Spearman correlation test results with the significance value of 0.000, where it is <0.05.

This study explores the process and obstacles of bilingualism at SMP Muhammadiyah 3 Yogyakarta. The research was descriptive qualitative research. The samples of this research were 20 students. The data used were collected from observation, questionnaires, interviews, and documentation. This data sources were students of grade VIII and one English teacher at SMP Muhammadiyah 3 Yogyakarta. Data analysis was performed using a Linker's scale for questionnaire data, data reduction, data presentation, verification, and conclusions.  The results showed that students' interactions with students and students with teachers in the bilingual class of SMP Muhammadiyah 3 Yogyakarta in the learning process were still ineffective and experienced difficulties that hinder the interaction process. The findings were as follows (1) Students still felt insecure if they had to use full of English to interact with friends in a bilingual class, they still felt afraid of mispronouncing English correctly and adequately, they did not master vocabulary well, and they used English in bilingual with the teacher only in the classroom. (2) The obstacles that students experienced in the teaching and learning process in a bilingual class as follows: Students still felt ashamed to use English to interact in a bilingual class, they still taught that using English was not a necessity in a bilingual class, sometimes, Bahasa Indonesia was still a language to interact with friends, and they were still afraid of using English by with excellent and correct English in pronunciation.