In  response  to  an  appeal  from  Indonesia’s  Ministry  of  Education  and  Culture  to  all universities and colleges to improve the quality of tertiary  education toward regional and international standard, language institutions are making great efforts to further promote the  foreign  language  learning  process.  In  the  last  few  years  there  have  been  dramatic changes  in  the  ways  that  languages  are  taught  by communicative  approach  and  the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become  a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into  the curriculum is not a single concept which is generated from one  single  theory  nor  does  it  give  full  guidelines  for  the  implementation  in  practical situation. This issue constitutes ideas from many different theories. This paper  discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates  the attainment of course goals.  The answer of the question will help  English  teachers  to  clarify  the  real  problems  of  the  initiative  so  that  the  innovation and possible changes can be aligned with the need of the students. However, this literature review  only  covers  limited  issues  related  with  the  role  of  technology  in  EFL  classroom. Further  discussion  from  other  different  points  of  view  is  still  needed  to  create  more complete description of conceptual foundation of the innovation.

This study was about the theme, rheme and thematic progression of students‟ recount text of the eight grade at SMP RK Budi Mulia Pematangsiantar. The aim of this study were (1) to investigate thematic progression pattern used (2) to find out the reason why the students used thematic progression in the way they did. This study was conducted by using descriptive qualitative method. The data in this study were clauses of students‟ recount text. The instrument of collecting data was elicitation technique and interview. The data were analyzed by using interactive model technique of Miles, Huberman and Saldana (2014). The result of this study were the following, (1) There were two patterns of thematic progression used in students‟ recount text, they were Theme Reteration/Constant Theme Pattern (TR/CTP), and Zig-zag/Linear Theme Pattern (Zig-zag/LTP). (2) The reason in use of thematic progression by students, they were: (a) the student‟s lack of knowledge about use of the thematic progression, (b) they also less interested in writing, (c) the students got resources from reading material and (d) the students got resources from english teacher‟s explanation.Keywords: Theme, Rheme, Thematic Progression, Recount Text

The research was conducted to find out the most dominant learners’ types and to describe their preferences in learning English at the first semester in academic year 2018/2019English Education Study Program, Languages and Arts Faculty , Universitas Negeri Medan. The subject of the study was one class consisting 30 students. The collecting data in the research was by using learner types and preferences questionnaires and observing the learning process in the classroom. The result showed that there were some types of learners in this case. Concrete learner with their preferences are playing game, paying attention to thepictures, watching film is the most dominant one (40.00%). Preference of analytical learners relates to study grammar and English boo, it also relates to find the learners’ own problems (16.67%). Communicative learners (23.33%) with their preferences tend to listen to native speaker, to talk  to friend in English and to watch  English channel in you tube. The learners who are authority-oriented  (20.00%) with their preferences are understanding the teacher’s explanation and writing everything in a notebook.

Tujuan dari penelitian ini adalah mengembangkan media pembelajaran berbentuk Blog yang diperoleh dari materi, Latihan 6 Tugas KKNI serta tulisan dari Laerning Logs. Subjek penelitian ini adalah mahasiswa semester pertama Prodi Pendidikan Bahasa Inggris stambuk 2017 yang baru menerima 6 penugasan KKNI. Waktu penelitian adalah bulan Mei sampai bulan November 2017. Penelitian menggunakan desain Penelitian dan Pengembangan atau R & D. Instrumen dari penelitian ini adalah observasi di kelas kuesioner untuk mahasiswa kelas A dan wawancara untuk dosen yang mengampu mata kuliah Paragraph Writing. Data dianalis secara deskriptif kualitatif. Produk media divalidasi oleh 2 orang validator untuk isi blog dan 2 orang validator untuk tampilan visual blog. Hasilnya menunjukan ada perbaikan yang harus dibenahi oleh peneliti sehingga menghasilkan produk media yang baik.

In non-English-speaking nations such as Indonesia, students learning English as an International Language without an authentic learning environment, resulting in low English-learning performance. The use of Tynker-based material to promote conditional classroom learning and conduct teaching experiments for fun and joyful learning is essential to increase the English-learning effectiveness of EFL students. The purpose of this study is to see if materials developed for young learners may be improved by employing Tynker-based material in a situational context. The ARCS (Attention, Relevance, Confidence, and Satisfaction) Model is used as a metric in evaluating the materials. The findings indicate that Tynker-based learning materials have extremely good validity.