This study aims to discover the kinds of figurative language used that describe the meaning of those figurative languages in English Storytelling on BBC learning English. This study uses a qualitative method with a descriptive analysis approach. For the data, the primary source of this study is Storytelling from BBC Learning English. Secondary sources include books, publications, journal articles, English encyclopedias, observations, and documentation relevant to the research. After analyzing the kinds of figurative language in Storytelling on BBC Learning English, the study found 15 sentences that involve figurative language in English storytelling. There are four kinds of figurative language: personification, metaphor, hyperbole, and simile. The most frequently used figurative language on BBC Learning English Storytelling is personification because figurative language is easier to describe the behavior of objects that resemble human activities. Personification contains five sentences, metaphor contains four sentences, hyperbole consists of 4 sentences, and simile contains two sentences. Further researchers should consider the differences between each type of figurative language used as a context for evaluating the topic, find figurative language on other English education websites such as VOA (Voice of America), and have background knowledge of literature, such as songs and their features.

The purpose of this study is to find out the teacher's perspective on online learning and offline learning. With the advancement of technology, a new trend in the classroom has developed primarily during the Pandemic. This qualitative descriptive study investigates teachers’ perspectives regarding online and offline learning; Two ninth-grade English teachers from SMPN 3 Cisauk, Banten, were involved in this study. The researchers used direct observation and interviews with two English teachers to obtain the data. The result showed that English teachers are more comfortable teaching students offline than online. Besides that, English teachers feel the maximum capacity to deliver the material chosen directly in the classroom. Meanwhile, in carrying out online learning, which is different from face-to-face learning, teachers must implement appropriate methods and media according to student needs. Finally, four recommendations are provided. Those are related to teachers’ efforts to improve the quality and suitability of the learning materials, institutional support (e.g., internet stipend), teachers’ readiness for Information and Technology, and attention to students’ difficulties in learning.

Psycholinguistic factors are part of internal factors which connect to the intellectual process. Social factors are part of external factors which connect to social interactions. This study aims to reveal the psychological and social factors in second language acquisition of elementary and secondary students in Indonesia. The research employs a qualitative methodology focused on library research. The data used documentation techniques to gather and analyse the data through the descriptive approach. Documentation data reveal that there are five psycholinguistic factors such as (1) attitude, (2) aptitude, (3) motivation, (4) personality qualities, and (5) biological processes. Also, this research found eight social factors such as (1) gender, (2) age, (3) social class, (4) motivation, (5) attitude, (6) cultural process, (7) students' characters and situation, and (8) economic status. No particular factor can be stated as dominant among psycholinguistic and social factors. Therefore, this research reveals the same element that occurred in psycholinguistic and social factors: motivation and attitude. This study suggests that teachers should pay extra attention to students' motivation and attitude since it relates to psychological and social factors, which could support their second language acquisition.

This study explores writing assessment media used by English teachers in offline and online assessment procedures during the last Covid-19 pandemic. This qualitative study incorporates a case study design with five English teachers of junior high schools serving as research participants selected purposively. The data for this study were gathered using semi-structured interviews with English teachers and students writing documents. The study results indicate that English teachers utilized different media in their offline and online assessments. For the offline activities, they used conventional paper-based media to collect writing samples, administer written tests, and conduct writing projects to measure students' attainment levels of their writing skills. For the online activities, they used platforms familiar to them, including Google Classroom, Google Form, and WhatsApp, and most of them assessed their students using multiple choice questions; yet some of the teachers did paper-based tests but submitted them to the online media. The teachers used rubrics for both assessment modes and provided feedback accordingly. One important implication of this research for post-pandemic English teaching underscores the significance of teachers' initiatives of alternating offline and online media to assess students' writing skills and maximize students' learning experiences in response to actual classroom constraints and opportunities.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi berbagai bentuk media penilaian menulis yang digunakan oleh guru bahasa Inggris dalam kegiatan offline dan online selama Covid-19. Penelitian ini menggunakan studi kualitatif dengan desain studi kasus. Partisipan penelitian ini meliputi lima guru bahasa Inggris di sekolah menengah pertama yang dipilih dengan teknik purposive sampling. Instrumen penelitian menggunakan wawancara semi-terstruktur untuk setiap guru bahasa Inggris dan dokumen tulisan siswa. Hasil penelitian menunjukkan bahwa guru bahasa Inggris menggunakan dan menerapkan media penilaian menulis yang berbeda dalam kegiatan luring dan daring selama dan pasca pandemi Covid-19. Selama kegiatan offline, guru bahasa Inggris menggunakan kertas sebagai media produk tulisan, tes tertulis, dan proyek untuk menilai tulisan siswa. Sementara itu, selama kegiatan daring, guru bahasa Inggris menggunakan media platform daring seperti Google Classroom, Google Form, dan WhatsApp; guru menilai dengan menggunakan pertanyaan pilihan ganda namun beberapa guru masih menggunakan kertas untuk dikirimkan ke media tersebut. Guru bahasa Inggris menggunakan rubrik khusus dan memberikan umpan balik dalam menilai tulisan siswa selama kegiatan offline dan online. Pengalaman baru dalam mengintegrasikan media penilaian alternatif dalam menulis dapat bermanfaat bagi guru bahasa Inggris dan siswa, terutama untuk membantu tugas menulis.

The present study aims to investigate the relationship between the use of google classroom and English learning outcomes and describe the use the google classroom and English learning   at the seventh grade of SMPN 3 Cisauk. The present study utilizes a sampling technique enclosing 184 samples from 342 populations of seventh graders. Data was collected using instrument adoptions. The applied method was a survey method with a quantitative approach and ex post facto. The result of the data analysis show that the test of normality is 0,017 <0,05. The analysis was a significant positive correlation between the two variables with a correlation value of r=0,248 and coefficient of determination r2=0,061 or the contribution to the use of Google Classroom and English learning outcomes is 6,1%. The use of Google Classroom with a mean value of 91.07 is categorized as high and learning outcomes with a mean value of 84.79 are categorized as high. The results of present study suggest that the use of Google Classroom has a positive effect on the English learning outcomes of the participants.