Duolingo is one of the modern applications that facilitate acquiring a second language.This research aims at invesitigating students’ motivation in writing through Duolingo as one of educational language tool. This study used descriptive qualitative method to explore and describe the phenomenon. Subjects of this study were 40 students of English department, which consisted of 10 male and 30 female. Data collection techniques in this study were interviews, while the data analysis techniques in this study were data reduction, data presentation, and  conclusions. The study revealed that the use of Duolingo application was quite effective to enhance the students’ motivation in writing. This study showed that Duolingo is an app where every beginner can start learning a second language as it motivates him / her to keep on making progress. Nevertheless, Duolingo also needs improvement to cover more vocabulary, grammar rules and languages, especially English, since it is the lingua franca of the world.

A foreign language teacher often employs realia to strengthen pupils' association between words and objects. The current study investigates real-life activities that improve vocabulary learning in the English language and the impact of realia on improving students' vocabulary learning performance. It was an experimental study with only post-test design. Forty students participated in the study. The data were collected and analyzed statistically. The results revealed that vital activities used for vocabulary development were menu selection, game recognition, picture identification, activity identification, magazine adds understanding, and identification of cities and map reading, respectively. It was evident that the experimental group performed better when compared with the control group. The study suggested that students may focus their attention, stimulate their interest, give them real impact, make them aware, and modernize their language learning through vocabulary improvement.

The research aimed to describe the character values on the animation series of Upin and Ipin. Qualitative method was conducted in this research to figure out the character values in a movie. This current research examined five titles in the series of Upin and Ipin. The data collection was carried out by selecting five titles, recording the stories, rewatching it ten times and eventually transcripting the plot. Data analysis was employed by identifying the character values from each of movie title and presented in table form. The result showed that the character values on the animation series of Upin and Ipin were helping each other, tolerance, creative, democrate, brave, smart, appreciate each other, religious, and compassion. This research recommended the students to watch movies which contained positive character. Key Word:Informal Media; Education; Character; Animation Movie; Upin and Ipin

<div class="WordSection1"><p><span lang="EN-US">One of the technological tools that has experienced significant developments in this era is the smartphone. The use of smartphones among millennials, especially students, is inevitable. Therefore, this study aims to see students' perceptions on using MALL (Mobile Assisted Language Learning) in the English learning process at IAIN Sultan Amai Gorontalo. The method used was a qualitative design by surveying 55 students majoring in English Education. Of the 55 students, only 50 responded to the questionnaire given. This questionnaire contained questions about students’ demographic information as well as students’ perceptions about the use of MALL by using five scales, namely Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. The results showed that the respondents consisted of 40 women and ten men. The age of the respondents is between 20-24. All respondents have smartphones, 4 of them have tablets and 46 have laptops. From the results of the survey above, it can be said that students stated that smartphones are very helpful tools for their daily activities. The use of gadgets in the learning process, especially language learning, deserves to be elaborated with other learning methods or media. In the era of technological sophistication, the presence of smartphones requires teachers to be more creative in using various applications and content attached to this gadget. Current students cannot be separated from smartphones. The result of this study shows how smartphones are tools that enable better language competency in students, but of course, with proper and wise supervision and use.</span></p></div>

The purpose of this study was designed to: (1) develop teaching and learning materials in the form of a Basics English Grammar module for students of the English Department, Faculty of Teacher Training IAIN Sultan Amai Gorontalo; (2) find out the feasibility of teaching and learning materials in the form of a Basics English Grammar module for students of the English Department, Faculty of Teacher Training IAIN Sultan Amai Gorontalo. This study is research and development in nature. The research design used refers to the four-D (4D) models of development with four main stages namely, (1) Define; (2) Design; (3) Develop; (4) Disseminate. Data collection techniques in this study were using questionnaires and FGD. The results of this study are: (1) Development of Basic English Grammar Module Teaching Materials in accordance with the four-D model development model. In the fisrt step of the model Define, the results show that students need teaching materials that can improve student competence, as well as help independent learning. Design, the results of teaching materials that are suitable for students' needs are in the form of Basic English Grammar modules. Develop, carried out validation by experts, revised according to expert advice, and trial development in the 3rd semester of English Education Department. Disseminate, the module is disseminated to English Education students (2) Feasibility of Module-Based Teaching Materials based on assessment: material experts obtained a mean score of 3.93 (feasible), media experts obtained a mean score of 4.02 (appropriate), and learning practitioners / lecturers the average Grammar subject is 4.03 (feasible); (3) Student's assessment of Teaching Materials in the Form of Basic English Grammar Modules obtained a mean score of 4.33 (very feasible).