The aim of the study is to solve speaking problems of students in an EFL class using contextual internet-based instructional materials. The study employed Classroom Action Research design in a speaking class at an English Education Department at a university in Indonesia. The study consisted of two cycles. Each cycle consisted of planning, implementation, observation and reflection. The criterion of success was that ≥ 80% of the students must gain speaking score of ≥75. The results of cycle 1 revealed that less than 80% of the students achieved the criterion; consequently the revised plan for cycle 2 was implemented. The results of cycle 2 revealed that more than 80% of the students gained score ≥75 and therefore the cycle was stopped. The design and development process of the instructional materials are discussed and the steps in implementing teaching integrated reading and speaking in EFL teaching and learning (TIRS) are proposed.

This study aims to investigate the perceptions and obstacles faced by EFL learners in the implementation of blended learning in an abnormal learning system. A group of undergraduate EFL learners, consisting of 48, who has completed a Grammar Class, participated in the study. The 48 learners formed three different learner category levels; High, Moderate, and Low. The learners of the three different category levels filled in a semi-structured open-ended questionnaire and responded semi-structured interviews. The low category learners perceive that learning grammar through blended learning is meaningful but need more experiences in the utilization of online learning mode, and in-availability of the supporting tools; The moderate category learners perceive blended learning to provide them more study times and make them get used to the internet or online-based learning; and the high category learners perceive the implementation of blended learning as helpful, easier, flexible, and fun. Although the learners of the three different categories level face the same problems on the implementation of blended learning, namely poor internet connectivity at home and campus, unclear online instruction, and delay to respond questions on the online learning mode, the learners of the low category level, on the other hand, experience problems applying online learning mode. We discuss the practical implications of the research results for the successful implementation of blended learning in the future, especially for low proficiency learners and in situations of abnormal learning systems.

The study attempted to analyze the students of Tadulako University's perspective toward blended learning instruction in English teaching. The study employed a quantitative approach using a longitudinal survey design. 48 English department students in the fourth and sixth semesters were selected as the sample of the research using a simple random sampling technique. The data were gained through the questionnaire distributed online and the interview in the face-to-face technique. Data have been analyzed descriptively and inferentially using SPSS Program version 21. The results showed that blended learning through Moodle-based Instruction and face-to-face learning in the classroom was a modern way of learning, convenient to learn English anywhere and anytime. According to most of the respondents, blended learning is the way to enhance their self-directed learning. They can understand the subject well through blended learning, and students feel satisfied using blended learning in English Teaching. It could be concluded that blended learning is helpful to apply in English teaching. The results contributed theoretical and practical information and references to practitioners and researchers in this field of study.                                                                                   ABSTRAK         Penelitian ini mencoba untuk menganalisis perspektif mahasiswa Universitas Tadulako terhadap pengajaran blended learning dalam pengajaran bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dengan menggunakan desain survei longitudinal. 48 mahasiswa jurusan Bahasa Inggris semester empat dan enam dipilih sebagai sampel penelitian dengan menggunakan teknik sampel acak secara sederhana. Data diperoleh melalui kuesioner yang disebarkan secara daring dan wawancara dengan teknik tatap muka. Data dianalisis secara deskriptif dan inferensial menggunakan Program SPSS versi 21. Hasil penelitian menunjukkan bahwa blended learning melalui Pembelajaran Berbasis Moodle dan pembelajaran tatap muka di kelas menurut mahasiswa merupakan cara belajar yang modern, nyaman untuk belajar bahasa Inggris dimana saja dan kapan saja. Blended learning menurut sebagian besar responden, adalah cara untuk meningkatkan self-directed mereka dalam belajar, mereka dapat memahami materi pembelajaran dengan baik melalui blended learning, dan siswa merasa puas menggunakan blended learning dalam Pengajaran Bahasa Inggris. Dapat disimpulkan bahwa blended learning berguna untuk diterapkan dalam pengajaran bahasa Inggris. Hasil penelitian ini memberikan kontribusi informasi dan referensi secara teoritis dan praktis kepada para praktisi dan peneliti selanjutnya dalam bidang studi ini.

Abstract-The study aimed to investigate de-motivating factors in speaking in

The study aims at designing EFL instructional materials used in EFL class at English Department, Faculty of Teacher Training and Education at a university in Indonesia. The design is based on the results of evaluation and analysis on the instructional materials used in Curriculum and Material Development Class by applying Instructional Design (ID) element instruments evaluation. The study employed a developmental research (R&D) design involving a group of students programming the Curriculum and Material Development class in 2014/2015 academic year. The results of the evaluation and analysis on the instructional materials revealed that the instructional materials for the Curriculum and Material Development class were based on handbook adapted from textbooks which were commercially created. Based on the results of the evaluation and analysis, instructional materials were developed employing Dick and Carey ID elements. The results of the implementation of the designed instructional materials to a group of 35 EFL learners are reported and discussed.