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Despite the fact that material development has been widely discussed and reported in the area of English Language Teaching, there is not much empirical evidence available so far that addresses material development in listening, especially in Indonesian context. To fill this gap, the writers examined the result of material development that includes the integration of Islamic values in some units of Nunan’s Listen in 1 book. Employing Dick, Carey, & Carey model of Research and Development design, the article exhibits the integration of Islamic values in the activities of warming up, main, and reflective, and game. The result of the study requires further research on material development, particularly on the creation of further material and audio developments.

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The current pandemic study has not been much discussed, especially one focusing on interpersonal metadiscourse markers and appraisal use. Consequently, this study is significant in reporting the descriptive analysis of the features of interpersonal metadiscourse markers and appraisal appearing in the BBC News reports that discussed Corona Virus. A discourse analysis approach is used to examine the interlocutors' phenomena of metadiscourse within the discourse. The study results revealed that the way the speaker delivered the argument was denoted by the presence of interpersonal metadiscourse markers to convey a message. Thus, it demonstrated the way the speakers attempted to engage the listeners in the discourse. Moreover, the findings also revealed that the appraisal framework's application contributed to the markers formerly being analyzed. Consequently, it elucidated how the speaker delivered their arguments by applying evidential, hedges, boosters, attitude markers, and self-mention.

This study investigated the improvement of students' abilities in identifying forms of noun phrases through textual enhancement, the difference in results between the high and low achievers in identifying forms of noun phrases through textual enhancement, and the relationship between textual enhancement and the ability of students who have high and low grades in identifying forms of noun phrases. The quantitative design was applied in order to obtain information. The project involved 44 EFL learners taking Intermediate English Grammar subject in one of Islamic universities in Malang, Indonesia. The participants were divided into 2 classes consisting of high and low achievers. The high achievers were the experiment group, and the low achievers were the control group. The results revealed that there was significant difference in the students’ achievement in noun phrase acquisition between those who were taught by using textual enhancement (experimental group) and those who were taught by not using textual enhancement (control group). Second, there was significant different achievement between the high achievers and the low achievers of control and experimental group in learning noun phrase. Finally, there was an interaction found between Textual Enhancement (TE) and students’ initial abilities (high achievers and low achievers).