H5P adalah kerangka kerja kolaborasi konten bebas dan sumber terbuka berbasis JavaScript. H5P memberi kemudahan pada guru/dosen dalam membuat, berbagi, dan menggunakan kembali konten HTML5 interaktif. Penelitian ini bertujuan untuk mengembangkan media pembelajaran Bahasa Inggris dengan menggunakan H5P yang diterapkan melalui Learning Management System (LMS) di Politeknik Perkapalan Negeri Surabaya (PPNS). Pengembangan yang dilakukan adalah dengan mendesain pembelajaran yang interaktif menggunakan materi, kuis, game melalui H5P. Penelitian ini merupakan penelitian Research and Development (R&D) untuk menghasilkan produk berupa media pembelajaran Bahasa Inggris berbasis H5P. Materi pembelajaran yang dibuat menggunakan H5P kemudian diaplikasikan pada Mata kuliah Bahasa Inggris I, II, dan III. Berdasarkan penilaian dan respon dari mahasiswa, didapatkan hasil bahwa media pembelajaran menggunakan H5P dianggap interaktif (82%), evaluatif (90%) dan mudah untuk diakses (95%). Dapat disimpulkan bahwa media pembelajaran berbasis H5P ini efektif dan juga efisien untuk diterapkan dalam

Communication using English in Indonesia is challenging, especially when English is not used frequently. It’s happen to some area where English is only taught as mandatory subject in high schools. Madura is one of island in East Java that has unique characteristic, especially in the native language. This study aimed to analyze the misplaced of English word stress done by Madurese students and to find out the reason why they frequently misplace the word stress. A questionnaire and recording were used to collect data about students’ background identity and to record the students’ voice in pronouncing English words. The data were analysed by using qualitative research design to find out the causes of word stress misplacement. The findings revealved that the influence of mother language, motivation, attitude, and age are the most influential factors that generate students in misplacing the word stress. Besides, the lack of pronunciation training and practice done by teachers in their high school was also generating factors for students in pronouncing incorrect word stresses.

Language is a communication tool that is seen as a channel for delivering information or messages to others. Language is expressed through sentences that composed of several words in order to form a certain meaning. To form a certain sentence which is apply in a language must follow its rules. For example, Indonesian has a main element that must exist in a sentence, namely predicate or verb. The verb forms become the basic of forming the various sentences, including in determining the types of transitive and intransitive sentences. Predicate or verb is one characteristic that determines whether the sentence is transitive or intransitive in language skills. This reason is one of the authors' interests in discussing more details about the transitive and intransitive sentences of Savu language, which is one of the local languages in the East Nusa Tenggara Province, with speakers of the Savu tribe. Transitive and intransitive sentences in Savu have the most flexible additional elements which can be accompanied by various kinds of objects and adverb. Transitive sentences have two core arguments that are broadly called actors and undergoers, as in the following sentence: (1) ana  no  era do  due do; (2) ta ngedi ke no pidu bue moto; these two transitive sentences of Savu have two core arguments. The predicate on transitive sentences, namely: era  'having' in data (1): ngedi 'see' in data (2), with two core arguments, they are ‘ana no’ ‘his son’ 'and due do 'two people' in data (1), then, no ‘he’ and pidu bue motto ‘seven stars’ in data (2).. Whereas the intransitive sentence has no object. Then, the arrangement of functional elements is Subject + Predicate and Predicate + Subject. The following is an example of the intransitive sentence of Savu: (3) ta mari ina; (4) ro kako la rae; the intransitive sentence of Savu language indicates that they do not have objects. In data (3) ta mari  'laugh’ is the verb; ina ‘lady' is the subject. As well as in data (4) ro 'they’ is the subject, while kako la ‘go to' and rae ‘adverb of place’.

This paper specifically examines the study of  Ngara Waje structure in Sabu culture, with coverage (1) the lingual structure of the self-name; (2) The meaning of the name of Ngara Waje according to the perception of the Sabu people. The results of the analysis obtained the format of honorific name Ma / Na + ngara Waje + ngara Hawu. The emphasis in the Waje wajang name structure kajan in the name of the Sabu is not distinguished by sex but is characterized by Ama (Ma's abbreviation) for men and Ina (Na) for women. The lingual arrangement of names in Sabu culture has special characteristics ie the name of the Sabu always terminated vowels (a, i, u, e, o). The name of the Sabu person does not end in dead or consonant at the end of the word, such as Hae, Djara, Lodo, Nguru ,. Second, there are no different double consonant together, but the consonant immobilization must be the same, for example: Wannyi, Banni, Lappa. The third characteristic, does not recognize the characters c, f, q, s, v, x, and z because the people of Sabu do not recognize these characters so they cannot pronounce the capital letters. Example: they are difficult to articulate a word that has a phoneme / s / like the word Savu pronounced into Hawu; the school is pronounced school; Frans is pronounced Para, Simon is pronounced Himo. Waje ngara name in Sabu culture, has certain characteristics of meaning, namely the meaning of hope, the meaning of memories and the meaning of flattery. In addition, Waje's meaning is also associated with certain aspects such as objects around (humans, animals, plants, other objects), cosmic objects (sun, moon, stars) and natural elements (fire, water, earth, mountains).

The education transformation from teacher centred to student centred learning has inspired most of educator to be more selective and creative to develop the way they handle their teaching learning process. It is supported with the condition that all education must be held online due to the pandemic situation. The teachers ability in utilizing technology for their teaching learning process needs to be developed. This study aims at investigating the teachers readiness in exploring the potential of technology in form of professional development. Modifying action research in mixed method are used as methodology in this research. Data were obtained through a focus group discussion and workshop which was followed by a semi structured interview. Findings for this study have enhanced the understanding of some aspects that teachers put into consideration while designing technology-integrated lessons; identifying goals, analysing learners, planning instructional activities, and choosing the technology tools. However, teachers must be triggered by cognitive prompts in order to support them in making decisions about learning objectives, activity stages, and technology tools to integrate.