This study investigates the use of ToonDoo as media technology for teaching English short story. ToonDoo as the newest technology for creating comic or picture story is very beneficial helping teacher to creatively provide innovative strategy providing better classroom environment for the English learners, especially for those studying English short story. As the invented prose narrative shorter than a novel dealing with a few characters, short story can give an important content raising cultural awareness, linguistic awareness, motivation, and is claimed to improve all four skills. Therefore, this study aims at knowing how the implementation of ToonDoo in teaching English short story and finding out the benefits of this tool for teaching performance. To gain the data, reflective journal created by a pre-service teacher who becomes the participant of the study and interview were used to reflect the process of creating Toondoo and the process of teaching English short story using this tool. The findings showed that this tool can be used to promote students� speaking skill. Toondoo is very helpful to facilitate students� imagination promoting their speaking ability, producing better learning experience, and creating a good classroom atmosphere.

This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.

<div><p class="StyleABSTRAKenCambria">Recently, multimodality has Has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun &amp; Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>

This study reflects the best practice of the English immersion program designed for EFL learners.  Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

Di era revolusi industri 4.0, teknologi harus menjadi alternatif pilihan yang digunakan oleh guru dalam menyampaikan materi kepada siswanya, sehingga pembelajaran menjadi lebih kontekstual, faktual, dan mampu membangun kemandirian belajar para siswa. Seperti contoh pengajaran berbasis gamifikasi menjadi sangat penting ketika lingkungan belajar yang ditunjang dengan teknologi dapat membantu para siswa memperoleh pengetahuan dengan cara-cara yang menantang dan menyenangkan. Kemandirian belajar dan berpikir kritis dapat terbentuk dan ditingkatkan melalui pembelajaran berbasis gamifikasi ketika pembelajaran menghendaki siswa berperan aktif dan bertanggung jawab terhadap keberhasilan belajarnya sendiri, di samping berkat bantuan bimbingan guru. Workshop pengembangan media pembelajaran berbasis gamifikasi terbukti dapat memecahkan masalah yang dihadapi para guru, khususnya guru-guru di lingkungan pondok pesantren Al Amin Sindangkasih Kabupaten Ciamis yang berkenaan dengan kemampuan menciptakan pembelajaran bahasa berbantuan teknologi (technology-aided teaching) yang masih rendah. Program ini dapat membantu para guru dalam memanfaatkan teknologi untuk kegiatan pembelajaran di kelas, bahkan di luar kelas. Workshop ini diikuti oleh 20 orang peserta yang berasal dari MTs dan MA Persis-Pondok Pesantren Al Amin Sindangkasih Kabupaten Ciamis selama dua bulan. Materi yang diberikan berkenaan dengan pemilihan materi belajar yang sesuai dengan kebutuhan dan kemampuan peserta didik (material selection) dan pengembangan media pengajaran dengan bantuan teknologi gamifikasi. Program ini dikemas dalam bentuk workshop pengembangan media pembelajaran berbasis gamifikasi dengan tahapan: orientasi, diskusi, ekplorasi materi, aksi, tes, dan refleksi. Data dikumpulkan melalui observasi, interview, dan dokumen, sehingga kinerja peserta dan instruktur selama pelaksanaan program dapat terkontrol dengan baik dan menghasilkan kualitas pembelajaran berbasis teknologi yang efektif dan terukur. Program ini diharapkan pula mampu membantu pemerintah, sekolah atau guru dalam bidang peningkatan profesionalitas guru seperti yang diamanatkan dalam UU No. 14 Tahun 2005 tentang Guru dan Dosen, khususnya di lingkungan Pondok Pesantren Al Amin Sindangkasih Kabupaten Ciamis.