This study is focused on using comic as media in teaching reading at eight grade student of Junior High School in Ngawi. The problem in this study was the students‟ motivation on reading especially on narrative text was low and their score in some test was average low. They still confused to understand the content of the story, it was proved by the score on their test was average low in reading questions, it was 65,7 and they could not retell the content of the story briefly. By using the comic in teaching learning, the students are helped to understand the contents of the story that they read. The method in this study used qualitative research in the term of case study. The subject of the study was eight grade students of junior high school. The number of participant was 60 students. The result of the study showed that the implementation of teaching reading by using comic as media give benefit to students, it showed from 48 of 60 students or 80% of the students agreed the use of comic as learning media. From the questionnaire result, the comic gives benefit in teaching reading to the students‟ reading skills improvement. It revealed that 52 of 60 students or 87% of the students positively responded after the implementation activities yet only 13% of the students showed their uncertainty of its benefits. The use of comic can also be combined by other techniques in order to develop the understanding of material and make the students enjoy, interest, and enthusiasm during teaching learning process. Moreover, the result showed that comic helped students in understanding the content of the story.

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Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021).�Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL �was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.

Language acquisition is the process of language mastery done by children naturally when they learn their mother of tongue. The era of globalization with the presence of sophisticated technology requires children to be able to use technology well. With the presence of technology, it makes it easy for children to learn many things, especially languages. The purpose of using language learning media based on the educational game culture character of the android system is to increase language acquisition for early childhood. With this language learning media, early childhood is helped in understanding and mastering verbal vocabulary. In addition, in this era, many people have Smart Phones that can load various applications. In addition, it is very easy for parents to access or open an android-based media application from their Smart Phones. The research method used is research and development. This development was carried out in the learning media, namely language learning media based on the educational character of the culture system of the android system. This study uses the Borg and Gall development theory which has been simplified into six stages. This research was conducted at PAUD / TK in the Ngawi Regency, East Java. The research subjects are early childhood and parents in PAUD/TK Ngawi Regency with a total of 50 people. The results of this study are in the form of educational learning applications based on the educational game culture character of the Android system. The results of the data analysis showed that, from 50 respondents who are parents of children, 44 people stated that the media ere feasible and very useful and 45 people gave positive responses. From the results of the addition of the acquisition of children's language shows 46 children experienced progress and the addition of the acquisition of a new language. The results of this study are expected to facilitate early childhood in language acquisition

Building relationships in the classroom is a part of a teacher's duty and career. By making healthy relationships from teacher to learner or learner to learner is an effective way to prevent a pedagogical problem, social conflict, and some different behavior. There are so many strategies are available that can be used to reach a good relationship between teacher to learner or learner to learner. By knowing the detail of learners' relationship, it can be helped the teacher to be a successful teacher in pedagogical work. Small group teaching and learning has become more popular and achieved an admirable position in education especially in elementary students. It can encourage the students in their studies and enhance the process of deep learning. The small group teaching-learning characteristics are the active involvement of the learners in the learning cycle. The essential components in the development of small group teaching and learning sessions are preliminary considerations at the departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives, and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhances transfer of concepts to innovative issues, and improves self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress.