Islamic moderation has received a great deal of attention both in the west and in the east to resolve different religious conflicts[1][2]. Scholars and coursebook writers had included Islamic moderation values in the coursebooks of Islamic religious studies[3]. Besides, Islamic institutions had applied moderate Islamic understanding through Aswaja An-Nahdliyyah character education[4]. In ELT, lecturers of English subjects had instilled Islamic moderation values in teaching speaking through group-work activity[5]. Also, some lecturers had integrated Islamic values into learning English[6]. By using qualitative metadata analysis, the research on the moderate moderation values in ELT in a Higher Education context was investigated by using journal papers the primary data. The results showed that no school or universities in Malaysia, the Philliphines, Singapore, or Vietnam integrate Islamic moderation values within English language teaching. Only in Indonesia, a few Islamic institutions including Islamic universities or schools integrate Islamic moderation values in English language teaching.

The purpose of the research paper was to explore the use of Instagram as social media in learning English skills such as reading, speaking, listening, and writing skills. Using a qualitative systematic review, the researchers searched 24 journal articles on the use of Instagram in English language teaching and learning in Google Scholar for data saturation and analysis. This entailed reading and re-reading the manuscripts, followed by coding the data, with each pass enhancing and modifying the codes. The study showed that Instagram could be used as a teaching tool for English language learners and helpful in their English learning. Teachers should use the chance to make the most of this advancement and start using Instagram in the classroom. Because Instagram is one of the most popular social media platforms, students can practice writing about their daily activities and provide feedback on their classmates' writing. According to this study, using Instagram to teach students how to write descriptive writings is beneficial. Furthermore, the experimental students given Instagram media therapy outperformed control students. The results can be significant inputs for English language teachers to use Instagram in real classrooms.

<p>The term hybrid learning was used to describe online learning combined with face-to-face interaction in the classroom. There are two research questions the first question is how the development of hybrid learning in http://daviqr.com/ is. The second one is how the moodle-based hybrid learning of http://daviqr.com/ as a teaching model in the subject of teaching listening and speaking to the students of English Department of IAIN Walisongo Semarang in the academic year of 2013/2014 is. This research is a research and development, which has the population of all fourth semester English department students of the Faculty of Teachers' Training and Education, IAIN Walisongo Semarang that takes the subject of Teaching Listening and Speaking in the academic year 2013/2014, which consists of three classes. The number of population is 120 students. Regarding the research findings that there are some main reasons why most students agree that the hybrid learning course is an exciting course and why they prefer the hybrid online course or the combination between online and traditional classroom. First, the course outline and objectives were made clear. Second, they learned a lot from this hybrid course. Third, the reading materials were clear and informative. Fourth, the level of this hybrid course is just right. Fifth, the total study load of this hybrid course is in proportion to the number of semester credits is just right. Sixth, the amount of their interaction with other students is a little better. Seventh, the quality of their interaction with other students is a little better. Eighth, the amount of their interaction with the instructor is a little better. Ninth, the quality of their interaction with the instructor is a little better and about the same. Tenth, compared to a face-to-face (traditional) class of equal credits, the workload of this online course is somewhat more. There are some recommendations I should give. First, UIN Walisongo Semarang must design e-learning for lecturers as many students like hybrid courses. Second, the faculty must improve the quality of Wi-Fi hotspots.</p>

This research aims to use shadow puppet media, which will be used to improve speaking skills in narrative text learning material. The subjects of this study were at MAK Zidny Ilma Warzuqny Fahma students. The sample in this study were students of tenth grade at MAK Ziwfa. This quantitative study focused on student's achievement in the use of shadow puppet media to increase the student's speaking skills in narrative text. The finding of this study shows that shadow puppet media significantly gives effects on student's learning. The conclusion is based on the significance value calculation of the T count > T table, so H0 is rejected; therefore, Ha is accepted. It means that there was a significant difference between student learning outcomes taught by using a shadow puppet media through English speaking skill.

<p>Active, Creative, Effective and Enjoyable Learning (PAKEM) is a contextual learning model that involves at least four main principles in the learning process. First, the interaction process (students interact actively with teachers, fellow students, multimedia, references, environment, etc.). Second, the communication process (students communicate their learning experiences with teachers and other student colleagues through stories, dialogues or through role-play simulations). Third, the reflection process (students rethink the meaning of what they have learned and what they have done). Fourth, the exploration process (students experience directly by involving all their senses through observation, experiment, investigation or interview). PAKEM training is conducted for 2 days and SBM training is conducted for 1 day. After the training, there were mentoring for teachers on the practice of active learning and there was mentoring for SBM to install RKS and RKAS in the madrasas. Training does not mean anything without implementation and follow-up.</p><p> </p><p>Penelitian Pembelajaran Aktif, Kreatif, Efektif dan Menyenangkan (PAKEM) adalah sebuah model pembelajaran kontekstual yang melibatkan paling sedikit empat prinsip utama dalam proses pembelajarannya. Pertama, proses interaksi (siswa berinteraksi secara aktif dengan guru, rekan siswa, multimedia, referensi, lingkungan, dan sebagainya). Kedua, proses komunikasi (siswa mengkomunikasikan pengalaman belajar mereka dengan guru dan rekan siswa lain melalui cerita, dialog atau melalui simulasi role-play). Ketiga, proses refleksi (siswa memikirkan kembali tentang kebermaknaan apa yang mereka telah pelajari dan apa yang mereka telah lakukan). Keempat, proses eksplorasi (siswa mengalami langsung dengan melibatkan semua indera mereka melalui pengamatan, percobaan, penyelidikan atau wawancara). Pelatihan PAKEM dilakukan selama 2 hari dan pelatihan MBS dilakukan selama 1 hari. Setelah pelatihan, diadakan pendampingan terhadap guru-guru terhadap praktik pembelajaran aktif dan ada pendampingan MBS untuk pemasangan RKS dan RKAS di madrasah-madrasah tersebut. Pelatihan memang tidak akan ada artinya tanpa pelaksanaan dan tindak lanjut.</p>