This paper presents the result of a survey on the usefulness of an ICT-based software program called DEC (a pseudonym for a particular commercial English learning resource). This program was utilized by English Departement University of PGRI Semarang as a complementary software in Integrated Course offered to the first semester students. The research adopted Technology Acceptance Model (TAM) by Davis (1989) which focused on the perceived acceptability of the program. An online questionaire was used to get the data. 236 students participated in the survey. The collected data were tabulated and interpreted descriptively. The findings show various results from the questionnaire under the 4 headings: perceived ease of use, perceived usefulness, perceived attitude towards usage, and perceived intentional behavior to use.

This research was conducted to analyze the implementation of blended learning. This study focused on the implementation Station Rotation and Flipped Classroom models of blended learning in academic writing course in English Education Study Program of UNISNU Jepara. Observation and interview were done to collect the data of the implementation of Station Rotation and Flipped Classroom model. The study found that station rotation was implemented in 3 cycles/rotations; 1) teacher led instruction, 2) independent work or ollaborative activities , and 3) online learning. Whereas flipped classroom was implemented in 2 steps; 1) lecturer share online assignment about the topic through SIAkad Unisnu Jepara, and 2) face-to-face meeting in the classroom. It also found that blended learning can facilitate the flexibiliy and make students learn more active and urge their curiousity.

This study aims to explain the students’ behavioral, cognitive, and emotional attitudes toward teachers’ written corrective feedback, as well as the students’ competence in writing skill. It is a quantitative research which was designed to prove the hypothesis with statistical analysis. The population of this study is the 3rd semester students of the English Education program of UNISNU Jepara Indonesia in the academic year of 2018/2019. The questionnaire participants are fifty students of two classes participating as the sample. The interview utilized open-ended questions. To collect data, questionnaire, interview and writing test were applied. In analyzing the data, this study uses SPSS software. The result shows that in the term of the students’ writing skill, the mean score of first test from 50 test takers was 71.1 with the lowest score 52 and highest score 92. The second test shows the mean score was 77.8 and increased 6.7 points. The third test shows the mean score was 80.3 and increased 2.5 points.  Thus, there was significant increased mean score from first test to last test. There was positive treatment that given by teacher and the participants’ positive attitude toward teachers’ corrective feedback. Then, the correlation result shows that score with 95% significant level and 50 participant is 0.572. Thus, the correlation between both variables can be categorized as moderate correlation. Therefore, students’ attitudes can give moderate impact to students’ writing skill. In sum, knowing students’ attitude helps the teacher to achieve learning goals.

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The review explores the philosophical basis of the application of Rosenblatt’s Reader Response Theory (RRT) to teach reading-to write of literary works in practical senses in EFL contexts across borders. Grounded in the integration of paradigm shift from text- to reader-oriented, critical pedagogy and literacy, and socio-constructivism, reader response-based teaching pedagogy places learners among the active meaning makers as members of a democratic classroom community while getting immersed in critical reading-writing (literacy) events. Moreover, this critical review highlights the possible classroom practices as framed by RRT principles that offer freedom and enjoyment in reading literary works to face the sophistication of varied modern 21st century educational web-based platforms that lead to the use of e-response journal and e-literature circles by means of e-peer-reviewing. Drawing on the current technology-enriched teaching media, RRT application is expected to benefit most EFL learners in gauging literature-based literacy development to sensitize their intercultural communication across global contexts. Moreover, recommended practical trends of RRT principles are presented in this review.