Myriads of theories account for the primacy of digital literacy on ELT as the demand of the 21st century, yet studies on digital media literacy of distinct English teacher generations are thin on the ground. Thus, this descriptive qualitative study investigated the utilization of digital literacy in the EFL classroom of senior high school teachers from two generations (digital immigrant and digital native) and their students’ responses to the use of digital media in the English classroom in Indonesia. Three instruments were utilized including classroom observations, questionnaires, and interviews. Following ACOT’s (Apple Classroom of Tomorrow) framework, the findings show that both teachers were at the adaptation stage in terms of digital literacy and this was reflected on the utilization of digital media in assisting students’ learning. Yet, the digital-immigrant teacher appeared to be practically more adept in the implementation of digital media. As for the second issue, the students responded positively to the use of digital technology by the teachers to make English class more fun and comprehensible. However, when it comes to an ideal teacher, the students still considered good characters as the main criteria for an ideal teacher. Technology does support teachers in delivering the materials, but the way they behave and treat the students still also plays crucial part in maintaining a good relationship between teachers and students. The results show that the English teachers need to develop their digital literacy to keep up with the current demand to be professional English teachers in the digital era.

Abstract:Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners' engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners' learning experiences, eventually fulfilling the learners' demand of the 21 st century.

Critical thinking is deemed vital to students’ success of learning. Not only does it help in processing information received through written and oral communication, but also it enhances the quality of language which is produced logically and reasonably. Critically thinking of what to say has been deemed intricate and more demanding by most students. Thus, this study is intended to investigate critical thinking of students at tertiary level, particularly critical thinking aspects demonstrated in speaking. To address this issue, this study deploys a case study qualitative design to gain in-depth, thorough, comprehensive understanding. Involving the second year university students, this study results in findings that some aspects of critical thinking are demonstrated by the students in their speaking performance, encompassing relevance, clarity, consistency, accuracy and fairness, and that trends of how these aspects of critical thinking occurs, entailing deductive and inductive reasoning, cause and effect, comparison, planning as well as hypothesizing, are interpreted and discussed. Therefore, critical thinking is necessary and this needs improvement if students’ success in the new world era is to be attained.

In the context of this study, reinforcement is an act of teachers to strengthen students' positive behaviour in learning English in the classroom. This qualitative case study was a classroom discourse which employed necessary quantification. The aim was to investigate the use of classroom instruction reinforcement strategies by two English language teachers and their perceptions at a state secondary school in Semarang in the academic year of 2019. The two English teachers were observed in five different lessons. The teachers were interviewed to explore their perceptions of using reinforcement in the classroom. The instruments of this study were observation sheet, interview guideline, and audio-video recordings. The findings showed that the teachers reinforced the students in three types of classroom instruction reinforcement. The three types of reinforcement strategies were: praise or other verbal reinforcement, tangible rewards, and token rewards. The reinforcement strategy mostly used was praise, followed by tangible rewards and token rewards. Based on the interviews, the teachers perceived that giving positive reinforcement to the students was important. The findings suggest the teachers implement the reinforcement strategies fairly to increase teacher-students interaction.

Pengajaran bahasa Inggris pada anak-anak tidak bisa disamakan dengan ketika mengajar peserta didik dewasa. Dalam merealisasikannya, prinsip-prinsip dan teknik-teknik mengajar bahasa Inggris pada anak-anak perlu dikuasai oleh guru. Sayangnya, keterbatasan tenaga pengajar dengan kualifikasi dan latar belakang pendidikan bahasa Inggris di Sekolah Dasar menjadi salah satu kendala yang nyata. Didorong hal tersebut, dosen-dosen di jurusan bahasa Inggris FKIP Universitas Suryakancana melakukan pengabdian pada masyarakat melalui pengadaan workshop mengenai prinsip dan teknik mengajar bahasa Inggris pada anak bagi para guru bahasa Inggris di Kecamatan Cugenang. Dengan pendekatan deskriptif kualitatif melalui observasi dan kuesioner terhadap 30 guru peserta workshop, tulisan ini bertujuan untuk memberikan gambaran kegiatankegiatan yang dilaksanakan selama workshop yang digelar terutama untuk memperkenalkan prinsip dan teknik mengajar bahasa Inggris pada anak-anak, dan untuk mengetahui respon guru terhadap pelaksanaan kegitan workshop dan pelatihan tersebut. Hasilnya, teknik mengajar bahasa Inggris dalam kegiatan tersebut dilaksanakan dengan pemanfaatan kartu bergambar, permainan, lagu dan cerita. Selain itu, guru-guru merespon sangat baik terhadap acara tersebut yang dapat dilihat dari partisipasi guru di setiap aktivitas dan keinginan untuk mengikuti kegiatan serupa secara berkelanjutan. Kata kunci: Pengajaran bahasa Inggris pada Anak-Anak; Guru Sekolah Dasar; Prinsip dan Teknik Mengajar bahasa Inggris.