Teaching English language skills as a foreign language to young learners is not easy, many things should be considered so that the teaching can run well. Young learners are sometimes motivated in learning, but they are sometimes demotivated. Young learners only learn when they want to learn, and they will not learn if they do not want to learn. Teachers need to encourage young learners’ motivation in learning process. This study was conducted to investigate the challenges encountered by English teachers in teaching English language skills to young learners. This study was done through the qualitative research with a demographic questionnaire and depth interviews as the data collection methods. The demographic questionnaire was analyzed descriptively and the data of interview were analyzed by within-case and cross-case displays. There were four teachers from three different schools who participated in this study. Findings of this study identified two main themes related to the challenges and the teachers’ strategies in teaching English language skills to young learners. The themes were the challenges in teaching English language skills and the teachers’ strategies. Four strategies were implemented in teaching English language skills to young learners including playing games, using songs, providing a lot of practices, and memorizing. These findings could be useful for those who are teaching English or working with young learners.

This present study aims to explore EFL learners’ pedagogical views towards the utilization of online social networks in EFL classrooms. It specifically elaborates the EFL learners’ preferences of online social networks for learning English. Moreover, the EFL learners’ English skills enhanced by utilizing online social networks were also investigated. Ten EFL learners participated in the qualitative study which employed observations and interviews in collecting qualitative data. The results show that the learners’ preferences include Facebook, blogs, WhatsApp, Twitter, podcasts and Instagram. The learners’ English skills improved include listening, writing, reading, and speaking. In conclusion, online social networks are not only designed for general communication among EFL learners, but also for engaging EFL learners to work collaboratively in learning English via online environments.

This is a mix-method study with a sequential explanatory design aimed at investigating the level of technology knowledge of EFL teachers in Indonesian senior high schools. In this study, a total number of 375 teachers from public schools located in the southern part of Sumatra Island, Indonesia, were voluntarily involved in the survey. To fit the context of the study, the TPACK survey was adapted from previous literature with the overall Cronbach’s alpha ranging from .82 to .89. The adapted instruments were validated through content validity involving four experts in educational technology and one expert of English-Indonesian language translation. We also applied Cronbach’s alpha testing, the reliability of the adapted instruments (0.75 to .89). Mean and p-value were reported in the quantitative report. Afterward, we interviewed teachers using semi-structured interview which questions were based on the survey items. The data were transcribed, translated, coded, and put into themes. Findings showed that all teachers had more knowledgeable of traditional, non-technological conception of pedagogy, and content than technological pedagogy and technological content.

The issue of quality is always a significant one and it will continue to be one of the predominant points of debate in education. Through a qualitative method, this study aimed to explore the experiences and the meaning that senior high school students faced in the national standardized exam for English subject. The data were collected by demographic background questionnaire and in-depth interviews with fifteen participants. The demographic data were analyzed descriptively, while the interviews were analyzed by within-case and cross-case analyses. The results of the data analysis revealed several themes such as cheating as bad consequences in the national standardized exam, it is  like a yearly educational festival and formality, sharpening  students memories, spending much money and time for English extra classes, dishonesty: spreading the key answer illegally, teachers more focus on the national exam, it is like a symbol of government power. Recommendations for taking some actions regarding the effect of the national standardized exam are offered.

The Covid 19 pandemic originally originated in Wuhan China, in a short time it spread throughout the world to Indonesia, almost all provinces and districts in Indonesia were detected by Covid-19, until now the number of positive patients has increased and claimed many lives. In the international world, in Indonesia in particular, the Covid-19 pandemic has not only become a medical problem, but has become a social, political, economic issue and debate between religion and science. The aim of this study was to see the discourses and contentious both science and religion in Covid-19 Pandemic especially in Muslim Comunity. This study uses a qualitative method with a content analysis approach. During the Covid-19 pandemic, the Muslim community was divided into two groups, firstly believing that Covid-19 was a medical problem that could be explained scientifically, secondly, the Muslim community who considered Covid-19 to be a hoax and global conspiracy of big countries such as China and the United States. These two views then led to conflicts of religious and scientific discourse and became social conflicts. It can be seen from houses of worship that want to continue to perform congregational prayer rituals and the Muslim community who ask for no worship activities during the pandemic. This study found that the discourse and concept of science integration at the level of Islamic higher education has not reached religious leaders and the general public, so there is a dichotomy in addressing the problems between science and religion.