This study was descriptive qualitative study aimed to investigate the problems of applying student centered syllabus in vocational high schools in Kendal regency, Central Java, Indonesia. The subjects of the study were twenty English teacher in vocational high schools in Kendal. The data were collected through observations, questionnaires, and interviews. The collected data further were analyzed using inductive analysis in which the researchers looked for the pattern of the data and the meaning of the data. Based on the data, there are three points concluded. The first was the English teaching and learning process in vocational high schools in Kendal had applied the student-centered syllabus. The second, in designing the students-centered syllabus the teachers found difficulties in having a model of the student-centered syllabus as a guideline in adapting and designing their own syllabus, describing the learning indicators, and formulating learning activities alligned with the student-centered learning. The third, the teachers faced difficulties in terms of encouraging their students to participate actively during the teaching and learning, and requiring a lot of time in implementing the student-centered syllabus. Thus, even though the teachers had already applied the student-centered syllabus in their teaching, they still found difficulties in implementing it. In conclusion, they need a model of student-centered syllabus for being a guideline in designing their syllabus and workshops to train them the ways to implement the student-centered syllabus successfully in their teaching.

The teaching of English as a local content subject in elementary schools in Central Java is aimed at giving students the skills to verbalize simplesentences. Students are also expected to be able to accommodate sociocultural aspects of their environments in their learning. However, some of theteachers still find it difficult to understand the place of English as a local content subject in the curriculum. Something should be done to update theteachers' abilities to cope with the curriculum, especially to develop English education instructional materials. This study focuses on five primaryobjectives: (1) to further investigate the model of teaching English as a local content subject at elementary schools in Central Java; (2) conduct a needsassessment for teaching English; (3) evaluate teachers' abilities to develop materials in English; (4) design a model of materials for teaching English; and(5) evaluate the effectiveness of the model. Two hundred English teachers from 200 elementary schools in Central Java participated in this study and wereselected using a purposive random sampling method. The study was supported through coordination efforts of the Central Java Provincial Office ofEducation. An interactive approach was used to analyze the data and help the author contact the respondents to clarify or confirm the data collected.Experimental research and expert judgments were used to test the model.

<p class="0abstract">In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5^th semester of the English Language Education Study Program of a university in <em>Yogyakarta</em>, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.</p>

This study aims at producing a learning model in English reading Islamic narative texts for Islamic junior high schools in Central Java. This study was designed as research and development involving three stages including the exploration stage, the development stage of teaching materials models and the model validation stage. The research samples were 17 public and private Islamic junior high schools in Central Java with their English teachers as the research subjects. After reviewing the entire procedure, the results of this study were as follows: (1) the Islamic narative text materials were not given in most of Islamic junior high schools in Central Java (71%), (2) the Islamic narrative themes favored by students in schools implementing the Islamic narrative material were prophet stories (60 %), humor (20 %), and friendship (20 %), and (3) the produced learning material model were based on the genre approach consisting of building knowledge of the field , modelling of the text , the joint construction of the text , and independent construction of the text, (4) the produced learning material model were divided into two parts including, (a) narrative text about prophets with the generic structure, moral value, and grammar used in sentences, (b) the six exercises with the format of Q&A, fill in the blanks, matching, finding the meaning, and creating new sentences. Based on the results of the experts' judgement and try out in the validation stage, this learning material model was valid to be used as the reading material for narrative story in Islamic junior high school in Central Java.

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