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This study is aimed at applying the adaptive Pecha Kucha technique to find out its effectiveness on students' explaining skill, one of the skills that should be mastered among ELT Department students. This study uses a Quasi-experimental with Randomized Control Group Pretest-Posttest. The two groups (experimental and control group) selected will be observed in which the experimental group is going to be taught how to use adaptive Pecha Kucha, while the control group will be asked to explore the traditional model of PPT presentation. The data are gained through observation, questionnaire, and comprehension test. The results show that the adaptive Pecha Kucha technique can develop students' explaining skill, performance and comprehension. With a good preparation and clear performance rule, the technique shows to be more effective than the common Power Point presentation. The data analysis of students comprehension shows that the t-statistics was 6.44, while the value of t-table with the significance level of 5% and the Df (Degree of Freedom) 18 was 1. 734. It could be said that the t-statistics is higher than t-table. It also proved that the hypothesis which say there is significant different of exploring adaptive Pecha Kucha technique than students' Power Point presentation is accepted. It showed that adaptive Pecha Kucha is really effective to do the presentation. Though, the students need more time and preparation, this technique is badly employed due to its effectiveness and to support the pre-service teachers' development.

This qualitative case study examines language teachers’ reflective practice mediated by WhatsApp application and addresses the topics mostly reflected in the eight topics of classroom practice and the problems faced. A total of 537 entries of chats written, the most common topic of reflection entries is about general teaching approaches. Time restraint and writing chats in English become significant problems of the reflective practice. The practice has provided an online environment that lets teachers interact and share with colleagues to construct knowledge and evaluate teaching practice that beneficial for teacher professional development. Teachers have gained benefits from online reflection collaboration with other teachers, but most of them take into account the need for an online reflection setting that gives freedom to use the language that they are comforted with

Each language has a different sound system and syllable structure with varied complexity. English is a language that has complicated spellings and syllables, so it is necessary to learn the pronunciation of English words in terms of phonemes and alphabets. The difficulty for non-native English speakers is the very small vocal movement, except in a careful pronunciation. This article aims at describing the teacher empowerment program with three main designs begins with socialization, training, and guidance to teachers. The main objective of this program is to introduce ways that can be done by English teachers at schools and madrasas in the Sub-Region of Boja, Kendal regency, Central Java, in applying phonicsbased teaching method and providing guidance to the teachers during the implementation process.Abstrak: Tiap bahasa memiliki sistem bunyi dan stuktur silabel yang berbeda dengan kerumitan yang beragam. Bahasa Inggris merupakan salah satu bahasa yang memiliki ejaan yang cukup rumit dan memiliki beberapa silabel-silabel yang sangat kompleks sehingga sangat perlu mempelajari pengucapan katakata bahasa Inggris dalam kaitan fonem daripada huruf-huruf alfabetnya. Kesulitan bagi penutur asing terhadap bahasa Inggris modern adalah pergerakan vokal yang sangat kecil, kecuali dalam pengucapan yang hati-hati. Artikel ini betujuan mendeskripsikan program pemberdayaan guru dengan tiga disain utama dimulai dengan sosialisasi, pelatihan hingga pendampingan terhadap guru. Tujuan utama program ini adalah memperkenalkan cara-cara yang bisa dilakukan oleh guru-guru bahasa Inggris di lingkungan sekolah dan madrasah di Sub Wilayah Boja, Kabupaten Kendal, Jawa Tengah, dalam mengaplikasikan pengajaran berbasis metode fonik serta memberikan pendampingan terhadap guru-guru tersebut dalam proses implementasinya.

Joyful Learning as a learning process in which there is a strong cohesion between educators and learners, without any feelings of forced or depressed to make learners dare to do, dare to try, dare to ask, express opinions, and defend opinions so as not to fear wrong, ridiculed , underestimated and depressed. The purpose of this article is to illustrate the empowerment of madrasah English teachers with Joyful Learnig-Based Social Constructivism Pedagogy in the EFL Class. In implementing the concept of joyful based social constructivism pedagogy, the program is designed in four stages including socialization and training; class-class modeling; teacher engagement in classroom practice; and mentoring teachers to practice independently in the classes. In general, the English teachers in the two accompanying madrassas have been able to implement the concept of joyful based social constructivism pedagogy through a variety of methods and techniques that vary especially in brainstorming and ice breaking. Abstrak:Joyful Learning sebagai suatu proses pembelajaran yang didalamnya terdapat sebuah kohesi yang kuat antara pendidik dan peserta didik, tanpa ada perasaan terpaksa atau tertekan sehingga membuat peserta didik berani berbuat, berani mencoba, berani bertanya, mengemukakan pendapat, dan mempertahankan pendapat sehingga tidak takut salah, ditertawakan, diremehkan dan tertekan. Tujuan dari artikel ini adalah menggambarkan pemberdayaan guru bahasa Inggris madrasah dengan Joyful Learnig-Based Social Constructivism Pedagogy dalam Kelas EFL. Dalam mengimplemetasikan konsep joyful based social constructivism pedagogy ini, program didesain dalam empat tahap yang meliputi sosialisasi dan pelatihan; pemberian modelling dikelas-kelas; pelibatan guru dalam praktik di kelas-kelas; dan pendampingan guru untuk praktik secara mandiri di kelas-kelas. Secara umum, para guru bahasa Inggris di dua madrasah yang didampingi sudah mampu mengimplemetasikan konsep joyful based social constructivism pedagogy melalui berbagai macam metode dan teknik yang bervariasi khususnya dalam brainstorming dan ice breaking.