This study discusses Islamic values revealed in students’ communication in Edmodo learning platform. It investigated whether there was the implementation of Islamic values in the conversation and responses in the learning platform, both implicitly and explicitly. This study also observed the students’ participation in the conversation platform. In the data collection, this study used observation and questionnaire, and the researcher used descriptive approach to analyze the data. There was analysis on the students’ conversation forms in the online platform. The result revealed that the students integrated Islamic values through their communication styles in the online learning activity, in the form of some short expressions and in the content of the conversations. Not only did the values appear explicitly, but they could also be noted implicitly in the sentences which contained suggestions, polite greetings, and consoling others. This study concludes that the students had been able to incorporate Islamic values they learned both formally and informally in their daily communication. Those uses of Islamic terms and the existences of Islamic values in the English online conversation made this group distinctive from other online communities.

Moral value is one of the parts in a story which can be learned and adapted by students. Stories are classified into several kinds depending on their contents. There are two classifications of stories taught in the ninth grade of Junior High School: Indonesian and western stories, and both of them creates different characteristics and teaching practice of the stories, as well as their moral values. This case study investigated the Indonesian and western stories used in the ninth grade of Junior High School, as well as the moral values conveyed in the stories and how the teachers teach the students those different moral values. This study analyzed the stories contained in the ninth graders’ textbook and interviewed three teachers from different junior high schools related to their teaching practice. After analyzing the data, it was revealed that there are only two Indonesian stories and four western stories as the material in the ninth grade of junior high school’s textbook; those Indonesian and western stories have different characteristics of moral values in several aspects as the result of the classification of the stories; and the different classification of the stories bear the different treatments in teaching moral values contained in the stories.

This present study aims to explore students’ communication styles and Islamic values performed in their communication that is mediated in Edmodo learning platform. A qualitative descriptive approach was employed in this research. This study used observation and questionnaire to collect the data and analyzed them descriptively to present a comprehensive interpretation. The findings reveal that the students integrated Islamic values through their communication styles in the online learning atmosphere. It was demonstrated through short expressions and in the content of the conversations. Not only did the values appear explicitly, but they could also be noticed implicitly in the sentences containing suggestions, polite greetings, and consoling others. Another result promotes that the use of Edmodo as a learning management system was able to enhance their active participation in the online learning. This study offers that the students could internalize Islamic values that they learned both formally and informally in their daily communication. It indicates that the use of Islamic terms and the existence of Islamic values in the English conversations made the online learning group differ considerably from other online communities

This article discusses about character analysis of a story as a part of Extensive Reading to engage students in reading activity. The writer used qualitative approach to conduct this research by analyzing their works and arguments after the task given, and there were 95 students of English Education Department as the participants. In order to get the data, there were two main sources, the students’ analysis and their written comments on the work. To maintain the concept of Extensive Reading, the students had to read the story and gave their analysis freely on a paper. They also had to write their comment toward the story in several sentences. The result revealed that students could express their ideas and creativity on the paper as well as their capability in creating English sentences. Besides, they could increase their self-confidence because of their ability in reading and analyzing the English story.

This paper aims to explore the parental perception of parenting education of language politeness held in the village hall of Kwasen, one of the villages in the sub-district of Kesesi, Pekalongan regency. Qualitative interviews were conducted with five parents of children aged 4 – 10 years, following the seminar. The finding showed that most of them get new knowledge about how to educate their children about language politeness, especially in familiarizing the use of magic words including: thank you, please, excuse me, as well as sorry in daily communication. In conclusion, following parenting education, especially in the case of language politeness can be said as necessary for parents. Therefore, this study contributes to providing some ways that can help parents in introducing polite speech acts including magic words to their children in their daily communications.