The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score's pretest reached of 60.42 to 69.02 and post test's score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students' enthusiasm and motivation. Clearly, It gives positive improvement on students' active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

As technology brings both positive and negative impacts on children's characters, the present study argues that watching movies online can provide access to entertainment that contains values of character education as showcased by Disney's animated feature entitled Finding Dory. Through textual analysis, the present study identified all 18 values mandated by the Indonesian Ministry of National Education in this movie, with religious, democratic, and nature loving values that are most rarely and weakly represented and the other 15 values are strongly iterated, even though not very frequently presented, implying that when this movie can be recommended for educative entertainment for children, it is necessary for parents and teachers to balance it with additional emphasize on religious and democratic values to be in line with the culture and the foundation of the nation.

Abstract--This article discusses the concept of Pedagogical Content Knowledge (PCK) in Indonesian school context. The PCK is described as the basic skill for teachers in order to develop their teaching quality and strategy. The focus of the discussion is in the English teaching strategy in Indonesia. The review found that PCK on English teachers in Indonesia needs to be improved especially in pedagogical knowledge of teaching strategy and knowledge of learners. It is recommended that the control and evaluation from government and other stakeholders would maintain the quality of teachers. Furthermore, the competencies would be more magnificent when teachers emerge the dedication and commitment in their profession.

The present study aimed to uncover the potentials and challenges of e-learning as occurred in the implementation of learning from home movement. 127 student teachers of English took part in this study and shared their views about the utilization of e-learning during uncertain times. Data were collected from an open-ended online questionnaire and were analyzed by employing a qualitative approach focusing on the content analysis. All the responses were analyzed to firstly identify the themes generated in each category. Three significant findings for each part were presented in this study. As for the potentials, participants viewed that using the e-learning model is beneficial due to its flexibility to access the learning resources, the opportunity to promote independent learning, and accommodate more students to take part in the discussion. On the contrary, some also reported they encountered some problems during the implementation process, such as limited internet connection, increasing expenses, and limited feedback received. This study suggested that relevant stakeholders also need to take part to address the challenges, such as technological infrastructure, in order to help Indonesian students learn virtually.

This case study focused on how schools utilize technology in the English teaching-learning process and how the school engagement of technology inclusion in the teaching and learning system. This research is significant since mobile technology is essential to support the classroom's teaching and learning process. The study explored low and high-performing M adrasah Aliyah in Bekasi, West Java. The study found that mobile technology is vital to support teachers and students in access to learning sources. However, the two schools provide different purposes for using mobile technology. Lowperforming M adrasah Aliyah indicated that mobile devices' use is essential since the school has not an inadequate handbook for learning. M eanwhile, high performing M adrasah Aliyah tended to use the technology to upgrade the learning sources.