The Covid-19 pandemic has had a significant impact on education. The implementation of online learning results in the lack of availability of appropriate learning media to support the implementation of online learning. This study aims to develop learning videos using Wondershare Filmora 9 in the Interpretive Reading course for third semester students of English Education. The development of this learning video uses the ADDIE development model which consists of the analysis, design, development, implementation, and evaluation stages. The results of the validity of interactive multimedia development will be presented with two main points which include: subject matter experts, and learning media experts. The subjects of this research include experts, namely 2 subject experts, and 2 learning media experts. The method used in collecting data is the observation method, interview method, and questionnaire method. The data analysis technique in this research is descriptive qualitative and descriptive quantitative. The data collection instrument in this study was using a questionnaire. The results of the validation carried out by material experts I and II were 93.84%, while the results of the validation carried out by media experts I and II were 87.05%. It can be concluded that the learning video that has been developed with the help of Wondershare Filmora 9 is very suitable for use in interpretive reading courses. Based on these results and conclusions, learning videos can be used as an alternative in overcoming the problem of the lack of media availability in online learning.

Abstrak Penelitian ini secara umum bertujuan untuk mengetahui fenomena Pengenalan Literasi Digital melalui Cerita Narasi Berbahasa Inggris pada Aplikasi YouTube sebagai Penanaman karakter anak di Taman Kanak-kanak Tunas Mekar II Desa Tegaljadi. Pertama, untuk mengetahui proses atau tahapan kegiatan pembelajaran pengenalan melalui cerita narasi  berbahasa Inggris  pada aplikasi YouTube  sebagai penanaman karakter anak, kedua untuk mengetahui nilai-nilai karakter yang dapat ditumbuhkan dalam kegiatan pembelajaran melalui cerita narasi  berbahasa Inggris  pada aplikasi YouTube  sebagai penanaman karakter anak di TK Tunas Mekar II ini. Metode yang digunakan adalah metode deskriptif kualitatif dengan menggunakan lembar observasi dan pedoman wawancara kepada guru dan orang tua. Adapun hasilnya, pertama proses atau tahapan kegiatan disusun tahapan dimulai dari pemberian link YouTube kepada anak dan orang tua, menonton cerita narasi secara bersama sama, mengenal beberapa kata Bahasa Inggris yang ada pada cerita, mengenal warna, bentuk objek, menghitung objek yang terdapat pada cerita narasi dengan Bahasa Inggris, bernyanyi dengan English Rhyme, berfikir kritis terhadap sebuah permasalahan, dan mendapatkan pemeblajaran nilai moral yang terkandung pada cerita narasi tersebut. Kedua, terdapat 18 karakter tang dapat ditumbuhkan dalam kegiatan pendidikan ekowisata ini seperti religious, jujur, toleran, disiplin, bekerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan bertanggung jawab ditambah kemampuan nalar anak yang cerdas menerima dan menyebarkan informasi yang baik, nyata, dan memupuk perdamaian. Kata Kunci: literasi digital, cerita naratif, aplikasi YouTube, karakter anak

Abstrak- Penelitian ini bertujuan untuk menyelidiki dan menganalisis kendala yang ditemukan oleh guru dalam menggunakan aplikasi Google Meet pada pembelajaran Bahasa Inggris online dan cara guru menanggulangi kendala yang ditemukan saat menggunakan aplikasi Google Meet pada pembelajaran Bahasa Inggris online di SMP Dwijendra Denpasar. Desain penelitian ini adalah penelitian kualitatif. Subjek penelitian ini adalah empat guru Bahasa Inggris di SMP Dwijendra Denpasar. Peneliti menggunakan pedoman wawancara, catatan lapangan, dan perekam suara sebagai instrumen dari penelitian ini. Hasil penelitian ini menunjukkan bahwa kendala yang ditemukan oleh guru dalam menggunakan aplikasi Google Meet pada pembelajaran Bahasa Inggris online yaitu rendahnya kehadiran siswa, sinyal tidak stabil, perlu mengajarkan cara gabung di Google Meet, siswa kurang aktif. Selain itu, guru kesulitan saat memantau siswa, mengetahui pemahaman siswa, berinteraksi dengan siswa, meningkatkan minat belajar siswa, memberikan instruksi, menyampaikan materi yang rumit menggunakan Powerpoint, dan mengetahui kemampuan menulis siswa. Cara guru menanggulangi kendala tersebut yaitu menghubungi siswa dan berkomunikasi dengan orang tua siswa, mengulangi bergabung di Google Meet, memanggil nama siswa secara langsung di Google Meet, memberikan latihan melalui Google Form, memberikan tugas kepada siswa, menggunakan media pembelajaran yang menarik, memberikan video tutorial tentang cara gabung di Google Meet, memberikan pengarahan berulang kali, menggunakan Microsoft Word di Google Meet, memberikan tugas menulis di Google Classroom dan memberikan kegiatan diskusi saat pembelajaran. Kata Kunci: Kendala, Aplikasi Google Meet, Pembelajaran Online.   Abstract-This research aims to investigate and analyze the obstacles found by the teachers in using Google Meet application in online English learning and how the teachers of SMP Dwijendra Denpasar overcome those obstacles. This research was a qualitative research design. The subject of this research were four English teachers at SMP Dwijendra Denpasar. The researcher used interview guide, field note, and voice recorder as the instruments of this research. The results of this study indicated that the obstacles found by teachers in using Google Meet application in online English learning were poor students’ attendance, unstable signal, need to teach how to join in Google Meet, less active students. Besides that, teachers have difficulty in monitoring students, knowing students’ understanding, interacting with students, increasing students’ interest in learning, giving instructions, conveying complex material using Power point, and difficult to know students’ writing skills. The way teachers overcome these obstacles were by contacting the students and communicate with their parents, repeat joining on Google Meet, call students’ names directly on Google Meet, give exercises through Google Form, give assignments to students, using interesting learning media, provide video tutorial on how to join Google Meet, give directions repeatedly, using Microsoft Word on Google Meet, give writing assignments in Google Classroom and provide discussion activities during learning. Keywords: Obstacles, Google Meet Application, Online Learning.

This study seeks to determine the functions of language for the professionalism of teachers who must communicate and convey information or material to students. This study employed a qualitative methodology. This research was conducted in schools located in Denpasar, Bali, with teachers as its subjects. The language functions utilized by the teacher can be mapped as follows: 44 phatic functions (23%), 34 metalingual functions (18%), 34 referential functions (18%), 34 conative functions (18%), 25 emotive functions (13%), and 19 poetic functions (10%). From the results of the study, it can be concluded that language functions in their professionalism as teachers, namely a phatic function that facilitates socialization and interaction between teachers and students; a metalingual function that teaches students the vocabulary they have not yet mastered; a referential function plays a role in conveying topics, information, or material to students; a conative function allows teachers to instruct something to students; an emotive function serves to motivate or develop relationships between teachers and students; and a poetic function plays a role for teachers who need poetic or aesthetic language when providing examples of poetry or other literary works. Keywords: Language Function, Professionalism, Teachers