This article describes the result of a classroom action research which is aimed at improving students' motivation in learning English using movie clip.  The action research study was conducted in two cycles from November to December 2017. In each cycle contain three meetings. The steps of cycle consist of planning, implementing, observation, and reflection. The research data were collected by using qualitative techniques (observation, interview, field notes, questionnaire, diary, and document analysis) and quantitative techniques (pre-test and post-test). The data were analyzed through descriptive analysis for the qualitative data and descriptive statistic for quantitative data. The research findings showed that students became brave to respond task or challenge, students had high confidence and ready to present their work orally, students had a desire to be successful in learning English, students actively asked about the material that they did not understand, students comprehend the material easily, and students showed their effort by engaging in each activity of English learning. Therefore, implementing movie clip in English class makes an interesting atmosphere which improves not only students' motivation but also students' English proficiency.

<p>This research is written to describe whether guided writing technique can enhance the students’ writing skill and class situation. It was conducted at second-grade of Junior High School 1 Puring. The research method used in this study is a classroom action research which was conducted in two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The research data were collected through observation, field notes, photographs, interview, questionnaire, and tests (pre-test and post-tests). The technique of analyzing the data consisted of assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes for the qualitative data. While the quantitative data were analyzed by comparing the mean scores of pre-test and post-tests. The results of this research show that the use of guided writing technique could enhance students’ writing skill and class situation.</p>

Current studies provide compelling evidence that project-based learning (PBL) is an effective method for the students. Considering the empirical findings, PBL is highly endorsed in many EFL contexts. However, with the major shift to online learning due the pandemic, little is known about the possibility of PBL implementation within this new context. This current case study attempts to portray the PBL implementation within the online context and how the students perceive the implementation. The study was carried out in an English Education Department involving 36 seventh-grade preservice teachers (PTs). The data were collected through classroom observations, online questionnaires, and in-depth semi-structured interviews. The data were analyzed using the interactive model and the results of the analysis show the stages of PBL can be implemented in the similar way to that in the offline setting. However, the technological use in the online setting differs in terms of the amount of its usage frequency. The study also revealed that the students consider the implementation of PBL in online setting as challenging yet motivating. The findings imply that the changes of teaching and learning setting do not affect the durability of the PBL. It means that with a little tweak, mainly in terms of technological usage, grouping and group communication, PBL might be successfully implemented in the online setting.

Digital Game-Based Learning has gained numerous attentions among researchers and educators for its fun-learning concept that promotes learners’ enjoyment. The present study explicates two things: the learning enjoyment reported by EFL learners based on Fu et al., (2009) ’s EGameFlow and the impacts on EFL learners’ vocabulary mastery based on Nation’s (2001) concept, while playing games. This study involved an Indonesian EFL learner who is also an active digital game player. Narrative Inquiry methods were applied to present the findings. Thus, observations, learner’s reflection diary, interviews, and artifacts are involved in the data analysis. The results showed that 6 out of 8 dimensions of EGameFlow emerged, and vocabulary mastery was achieved through Nation’s (2001) concept—along with 78 new words and phrases learned. Furthermore, by looking deep into the participant’s stories, the findings also generate meaningful implications for vocabulary learning and learning enjoyment in digital game-based learning.

<p>This research was conducted to improve the students’ writing skill at the tenth grade of SMAN 1 Sukoharjo in the academic year 2015/2016.The method used in this research is a classroom action research which the in two cycles. The research data were collected using the qualitative and quantitative technique. The qualitative technique consisted of observation, field notes, interview, document analysis, and documentation. Meanwhile, the quantitative technique used tests. The qualitative data the through data collection, data reduction, data display, and drawing a conclusion. The quantitative data were analyzed by comparing the mean score of the pre-test and the post-test. The findings of the research showed that (1) NHT technique with picture series could be implemented to teach writing skill; (2) there were some improvements in the class situation of writing class. As seen in the students’ responses toward teacher’s explanation during teaching learning activity, students enjoy the way teacher delivers materials with picture series as the teaching media, and students tend to be active; (3) the students’ writing score was improved from 60.7 in pre-test to 71.9 in the first post-test and to 79.5 in the second post-test.</p>