This paper aims to identify high school students reading habit and describe their perceptions on reading for pleasure. There were 41 high school students grade XI involved in this study. Data were collected from questionnaires, observation, and an interview. Results indicate that during holidays nearly 50% of the students read sometimes, 12% read once a week, 9% once in a month, and 29% never read although books are available. The students agree that reading for pleasure give many benefits, but the quantitative data indicate students low interest in reading. This may be due to the reading culture which has not been sufficiently developed since the early ages. In addition, the availability and accessibility of reading materials seems to play roles in determining the students reading interest. Reading materials should also vary in genres, in themes, and in forms of both printed and on-screen regarding students digital nativity. This study has, therefore, initiated the needs for libraries with good book collection, facilities, and interesting design to attract students.DOI: doi.org/10.24071/ijiet.2019.030108

The role of input and interaction in second language acquisition has become an unavoidably essential issue to discuss. Abundant research has examined what, how, when, and why input can keep up language acquisition. Many theories are proposed and to some extent implemented and proved to be effective. However, controversies around the role of input are also inevitable. This paper will propose the importance of input and interaction in second language acquisition as were put forward and necessitated by many researchers, how particular input might result in various intakes and how interaction could facilitate output.

This paper examines the implementation of flipped classroom approach in an EFL private university in Indonesia. It explores how this approach impacts on students reading comprehension and how students perceive the flipped classroom in their learning process. Under the mixed method design, data were collected from pre-test and post-test, classroom observations, and students reflective notes. There were 47 students in the experimental groups and 25 students in the control groups. Those 72 students from both groups took a compulsory 2-credit Intensive Reading Course in their first year in the pre-service teacher training. Both groups were taught the same reading skills and tasks comprising of the total 14 meetings for the whole semester and each meeting took 100 minutes. Results indicate that students in the traditional classrooms gained an increase in their post-test score compared to their counterpart in the flipped classrooms. This might relate with the teacher-led instructions and scaffolding which are commonly conducted in traditional classrooms where students listen to teachers explanation and students can ask directly. Other reasons arehesitation/inconvenience in using technology in learning, task-related time management, and technology-related workload. However,for many students flipped classrooms are perceived as promoting independent, responsible, active, and free learning. Both benefits and drawbacks of flipped classrooms in this context are also discussed

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Demotivation is a condition that occurs when a person begins to lose motivation or enthusiasm to do something and achieve specific goals. This demotivating condition can occur in various aspects of life, one of which is related to study. This study is aimed to investigate the demotivation factors of EFL High School students in learning English. Two students from a public high school in Indonesia were interviewed. The data were collected using two session interviews. The first session interview was about the external demotivation factors, and the second was about the internal factors of demotivation. Data were analyzed using thematic analysis in which prominent themes were determined based on the frequency of their emergence. This study found two factors influencing students’ demotivation: external and internal. The external factors include teacher factors, attitudes towards peers, negative attitudes towards the target language and everything related to the target language, the target language as a compulsory subject, and textbooks and teaching materials. As for the internal factors, there are low self-esteem and a lack of self-confidence and interest. This study encourages teachers to create a supportive learning atmosphere and adjust teaching practices to minimize learning demotivation.