This quantitative study had a purpose to prove that students' academic achievement in English subject would be increased by teacher's effort in integrating ICT effectively in learning process. Grade five students who were registered at Unklab Adventist Elementary School in Airmadidi, North Minahasa were the respondents of this study. They filled in a questionnaire about ICT integration in the form of Likert's Scale which consisted of five alternative answers, start from never to always. Moreover, the final examination results in English subject were another data needed in this study. Statistical tools such as frequency, mean, standard deviation, and simple regression were used to treat the data collected. The result showed that p value is 0.00, smaller than the significant value p = 0.05. It means that there is a significant effect of ICT integration in English learning to student's academic achievement. This finding indicated that the null hypothesis is rejected. Based on this finding, therefore, the researcher recommends that English teacher should integrate ICT in English learning because of its contribution in maximizing students' achievement.

This quantitative research which is descriptive and correlation in nature aims to examine the relationship of learning styles to the results of student academic achievement. The population in this study were students of SMP X Airmadidi. The sampling technique used is the convenience sampling method. The number of respondents in this study were 93 students. The instruments used in this study were a questionnaire adapted from Maramis (2012) and the average student scores listed in the report cards for Semester 1. Academic Year 2020-2021. The data analysis technique used to determine the level of student learning styles and the level of student academic achievement is the Mean score and Correlation to determine the relationship between learning style and academic achievement. The results showed that the three learning styles possessed by students were in the high category and the level of student achievement in very good category. Furthermore, the results of this study indicate that there is no significant relationship between visual, auditory and kinesthetic learning styles. It is recommended that teachers should pay attention to learning styles using practice, especially using visual aids when teaching in class.

Information and communication technologies (ICTs) integration in the classroom in order to make the learning process interesting and meaningful to students is inevitable. It is a challenge for elementary teachers to engage their students in various activities in classroom and to cultivate their willingness in learning new language. This quantitative study attempts to analyze the effectiveness of ICTs integration in fostering students' motivation in learning English. A two-set questionnaire was distributed to students from five private elementary schools in Manado City, North Sulawesi, Indonesia. The collected data were analyzed for descriptive and inferential by using statistical tool, such as frequency, percentage, mean, standard deviation, and simple regression. Findings show that ICTs integration was effectively implemented and students' motivation was high. Moreover, the simple regression analysis revealed that ICTs integration significantly impacts students' motivation in learning English. The results indicate that students' high motivation in learning English resulted when teachers integrate the use of ICTs effectively. Based on the results, it is recommended that students are involved in technology-based learning activities daily, teachers are encouraged to join ICT training program regularly, and schools provide sufficient ICT facilities for all teachers and students.

Di masa pandemi Covid19, sekolah diharapkan untuk mengimplementasikan pembelajaran yang dilakukan secara online atau dalam jaringan lewat pemanfaatan teknologi informasi dan komunikasi. Namun, dari beberapa penelitian sebelumnya ditemukan bahwa tidak semua peserta didik dapat merasakan manfaat dari pembelajaran melalui kelas daring ini.  Itu sebabnya penting untuk diketahui faktor apa saja dari lingkungan kelas daring yang berkaitan dengan motivasi belajar peserta didik, lebih khusus saat mengikuti pelajaran bahasa Inggris.  Penelitian ini didasarkan pada teori Community of Inquiry tentang faktor-faktor yang berkontribusi pada motivasi belajar peserta didik dalam kelas daring.  Responden penelitian ini terdiri dari 64 orang peserta didik kelas VI SD Advent Airmadidi yang tengah mengikuti pembelajaran secara daring.  Dengan menggunakan perangkat analisa statistik berupa Mean, Standar Deviasi, dan Pearson Correlation diperoleh hasil bahwa kondisi lingkungan kelas daring berhubungan secara signifikan dengan motivasi belajar mata pelajaran Bahasa Inggris peserta didik, dengan nilai signifikansi p>0,05.  Itu sebabnya disarankan agar para guru untuk tetap menjaga dan mempertahankan kondisi lingkungan kelas daring yang memungkinkan peserta didik dapat merasakan adanya kehadiran guru, terjadinya proses berpikir dan interaksi sosial yang maksimal guna memotivasi mereka mempelajari Bahasa Inggris.Kata kunci—lingkungan kelas daring, motivasi belajar bahasa Inggris

This descriptive and correlative quantitative research was carried out to prove the relationship between parenting style and student learning achievement. In collecting the required data, researchers conducted a survey containing questionnaire adapted from the instrument constructed by Puspicahyani (2006) about parenting style. In addition, learning achievement data is taken from the results of the midterm exams. The respondents to this study consisted of 60 grade V students of Airmadidi Adventist Elementary School. The results of the study indicate that democratic parenting is the parenting style that students experience more often than authoritarian or permissive parenting. As for learning achievement, the students are able to show good learning achievement in general. In addition, the results of the study also proved that a significant relationship occurred between democratic parenting style and students’ learning achievement, however, no significant relationships found between two other parenting styles and students’ learning achievement. That is why it is recommended for parents to better apply parenting democratically in guiding their children so that maximum results in learning can be achieved.