Genres-based text in the content area of writing has long been practiced, yet the theme's content sometimes does not match learners' needs—this research aimed at discovering the effectiveness of local content-based learning media in teaching English for the tourism class. The local content selected was local public figures to write an autobiography. This research applied for participatory action research taking place in one-class English for tourism. A total of fifteen course-takers for the three-month course were recruited, documenting how the idea of local content we proposed was used to teach tourism students' writing with the test as the instrument. The teaching content is restricted to two formulated indicators; comprehending text structure and language features, including using to be and pronoun. Findings indicate that local content effectively improved course takers' comprehension of the descriptive text structure and increased vocabulary. The majority of course-takers reflected a significant improvement to meet classical passing grades in the last teaching evaluation. The diagnostic test previously was under stipulated standardized-score. The course-takers successfully wrote narration using local public figures to apply" to be" in good sentences. Moreover, overlapping use of masculine and feminine was distinguished correctly and positioned in well-constructed narrative text.

Given the fact that online teaching has been widely implemented across the globe during this Covid-19 pandemic, teachers are required to have a high level of IT skills to be able to conduct online teaching. It is without exception that EAP (English for Academic Purpose) teachers need to familiarize themselves with electronic devices due to the benefits they have to offer in an e-learning environment. The current study aims at examining teachers’ perceptions of using e-learning tools in the context of Indonesian EAP classrooms. Forty-five Indonesian EAP teachers participated in the current study with different ages, academic backgrounds, and lengths of EAP teaching experiences. The instruments used to collect the research data were an online survey and semi-structured interviews. The results showed that video and VLEs were the two most commonly-used e-learning tools among the teachers with “self-taught” and “colleagues” being the two most favorite approaches the teachers have employed to learn such tools. Besides, promoting student engagement and developing learner autonomy were perceived as positive impacts of using e-learning tools by the teachers. Pedagogical implications of this study’s findings suggested that school authorities should organize more regular pre-service teacher training programs with the purpose to help novice teachers to improve their IT skills. Besides, e-learning tools should be more used in online teachings due to the benefits they have to offer for promoting student engagement and facilitating learner autonomy. A number of limitations in the current study are also presented along with some suggestions for future studies

This study aims at finding the effectiveness of Responded Thematic Writing Tasks in teaching writing descriptive text to develop students’ fluency in writing. This research is a pre-experimental research with pretest-posttest design. The sample of this research was 32 students of semester 2A of Study Program of English Language Education of Hamzanwadi University in the academic year 2021-2022. A writing test was used to collect the data. The data were then analyzed by using descriptive statistic, and paired sample T-test was used to test the hypothesis. Based on the result of the study, the mean score of the pretest was 63.28 while the posttest was 78.75. This shows that the mean score in the posttest was higher than the mean score in the pretest. Additionally, the sig score was at 0.00 < 0.05, so the hypothesis (Ha) of this study was accepted. It implies that Responded Thematic Writing Tasks was significantly effective in developing students’ fluency in writing descriptive text. It is suggested that English teacher use Responded Thematic Writing Tasks as an alternative technique in teaching writing.

This study aims to find the value of pluralism and inclusivism in the discursive leadership of Islam. The data was collected through the recording of documents from the discursive leader of the Islamic organization Nahdlatul Wathan (abbreviated NW), as well as the governor of West Nusa Tenggara (NTB abbreviated), Indonesia, namely Mr. Guru Bajang (abbreviated as TGB). Data is in the form of thought texts, statements, TGB actions, and other parties' statements as discursive. TGB is positioned as a discursive storyteller as well as a guide in its transformation. Data were analyzed according to the communication function in functional grammar and Critical Discourse Analysis component analysis. Through this study, it was found that the discretion of the TGB was related to optimism, alignment of Islamic values, safeguarding the Unitary Republic of Indonesia, caring for diversity, and building the nation as a discursive common property and needs as a plural society and transformed inclusively. As an ideational communication function, discursive becomes TGB aspirational form of contextual dynamism, as an instrument of accelerating interpersonal development agenda, and textual future historical responsibility. The five discursive TGB in this study belong and jointly guide the dynamics of the future. TGB as a storyteller has a reciprocal relation to the five discourses and has shown results through development progress in the context of NTB and Indonesia.