This research aims to describe: (1) the use of audio-visual media in teaching and learning in English class, (2) the use of audio-visual media in improving the motivation and reading skills of the seventh-grade students of MTs Al Iman Purworejo. This research is classroom action research which used Kemmis & McTaggart model with two cycles. The subjects were students of class VII D of MTs Al Iman Purworejo in the academic year of 2014/2015. The objects were the audio-visual media, and students’ motivation and reading skills in English. The results of this study show that the use of audio-visual media improved 90% of the students to have a high motivation in English class that includes attitude, interest, and effort in learning English. In addition, the use of audio-visual media also improved 83% of the students to gain their reading skills achievement of descriptive text to get scores higher than the minimum standards. The result of the pretest showed 57% of students had high motivation, in the first cycle there were 70% of students who had high motivation, and in the second cycle there were 90% of students who had high motivation. The students' reading skill also improved; in the initial test 48% of students had scores higher than the minimum standard; in the first cycle, there were 65% of students having scores higher than the minimum standard, and; in the second cycle, there were 83% of students having scores higher than the minimum standard. Thus, it can be concluded that the use of audio-visual media can improve the motivation and reading skills in English lessons of class VII D students’ of MTs Al Iman Purworejo.Keywords: motivation, reading skill, audio-visual media MENINGKATKAN MOTIVASI DAN KETERAMPILAN MEMBACA SISWA PADA PENGAJARAN BAHASA INGGRIS MELALUI MEDIA AUDIO-VISUAL ABSTRAKPenelitian ini bertujuan untuk  mendeskripsikan: (1) penggunaan media audio-visual dalam proses belajar mengajar di kelas bahasa Inggris, (2) penggunaan media audio-visual dalam meningkatkan motivasi dan kemampuan membaca siswa kelas VII MTs Al Iman Purworejo. Penelitian ini adalah tindakan kelas yang menggunakan model Kemmis & McTaggart dengan dua siklus. Subjek penelitian adalah siswa kelas VII D MTs Al Iman Purworejo tahun akademik 2014/2015. Objek penelitian ini adalah media audio-visual, motivasi dan kemampuan membaca siswa pada pelajaran bahasa Inggris. Hasil penelitian ini menunjukkan bahwa penggunaan media audio-visual meningkatkan 90% dari siswa untuk memiliki motivasi tinggi terhadap kelas bahasa Inggris yang meliputi sikap, keinginan, dan usaha dalam belajar bahasa Inggris. Selain itu, penggunaan media audio-visual juga meningkatkan 83% dari siswa untuk mendapatkan prestasi kemampuan membaca pada teks deskripsi dengan mendapatkan nilai lebih dari standar minimal. Pada uji awal, 57% siswa memiliki motivasi tinggi, pada siklus pertama terdapat 70% siswa memiliki motivasi tinggi, dan pada siklus kedua terdapat 90% siswa memiliki motivasi tinggi. Kemampuan membaca siswa juga mengalami peningkatan dimana pada tes awal terdapat 48% siswa mendapat nilai diatas standar minimal, pada siklus pertama terdapat 65% siswa mendapat nilai diatas standar minimal, dan pada siklus kedua terdapat 83% siswa mendapat nilai diatas standar minimal. Dengan demikian disimpulkan bahwa penggunaan media audio-visual dapat meningkatkan motivasi dan keterampilan membaca pada pelajaran bahasa Inggris siswa kelas VII D MTs Al Iman Purworejo.Kata Kunci: motivasi, keterampilan membaca, media audio-visual

This research's objectives were to examine whether Instagram as a Learning Media is useful toward students' writing recount text or not and measuring how significant the effect of Instagram on students’ writing recount text before and after treatment. This quasi-experimental research involved 35 students as participants from two different classes. Researchers took 10th graders from a selected private school in Purbalingga as research samples. Two IPS classes were selected, i.e., X IPS 1 was set as an experimental class, and X IPS 2 was set as a control class. The data were collected from the score of pre-test and post-test after the treatment. Researchers then compared the students’ achievement from control and experimental classes and analyzed the data using descriptive analysis and N-gain. The research findings indicated a significant achievement of students' competencies in using Instagram than conventional learning in writing recount text. The average N-gain score from experimental class and control class obtained 0.308 > 0.057. The Mean score of pre-test in experimental and control class obtained 69.875 > 64.818 and the Mean score of post-test in experimental and control class was 79.461 > 67.142. As a result, the experimental class's mean score was higher than the control class means Instagram as a Learning Media is useful in writing recount text.

Some researchers have researched to explore the effects of gender differences on learning outcomes. However, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. Thus, this study aimed to investigate the students' attitudes toward the English language and their motivation toward English language teaching based on gender differences in a state junior high school in Banyumas Regency, Central Java, Indonesia. There were 38 male and 32 female students who participated in this research. This research used a survey adapted from the Attitude/Motivation Test Battery (AMTB) and interviews in collecting the data. The researchers employed descriptive statistics and MANOVA for quantitative data and the Miles and Huberman model for qualitative data analysis. The findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. Both male and female students revealed moderately high attitudes and motivation. However, female students showed a higher average score of the survey result. Less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward English learning. Thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences.

Although extensive studies have been conducted on the use of WhatsApp in language teaching and learning, little empirical research has been conducted to explore the use of WhatsApp modified with artificial intelligence called auto-responder as a media for assessment. To fill this void, this research aims to explore the use of WhatsApp Auto-response developed by the teacher to mediate quizzes as the assessment tool in an online English class. This research was carried out in a Vocational High School in Banyumas Regency, Indonesia, with an English teacher and his 36 students. The researchers used documentation, structured interviews, and open-ended questionnaires to collect the data. The researchers found that modifying WhatsApp with auto-responder made the online assessment more objective, accountable, transparent, easy-to-access, and easy-to-operate for both teacher and students. WhatsApp Auto-response could encourage students’ autonomous learning because they could directly know their scores and the discussion of each question. Thus, students had more interest and motivation to get a higher score. However, unstable internet connection and slow response from the application should be resolved to make it better for learning. The findings imply that supporting teaching with the technological advancements of artificial intelligence in WhatsApp can provide students with realistic self-guided learning. With WhatsApp's popularity as a learning tool nowadays, its features can be embedded with chatbots that can give many advantages as a teacher assistant, especially for facilitating assessments.

This study aimed to investigate the use of local dialect as language instruction in the English classroom and its demotivating factors for Ngapak Javanese speakers. There were four English teachers and 132 students from four schools in the Ngapak Javanese community participating in this research by semi-structured interviews and questionnaires. The findings showed that local variety influenced students’ phonological features, stressing, and intonation. The teachers were indicated having positive attitudes toward the use of local dialect of English. However, they provoked the students to use Bahasa Indonesia as their second language in switching and mixing the code in the teaching and learning process. Lack of vocabulary mastery was also one of the obstacles faced by the teachers. Teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. Ngapaknese English could be suggested as a pedagogical implication in the sense of Western Central Java because it is more popular, feasible and practical for students. It also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient.