Using video in educational context has been established by many scholars as an effective instructional media to support the teaching and learning process. There have been numerous videos are available on social media platforms that can facilitate both teachers and students to easily access the videos as learning resources. However, the teachers are challenged to be able to provide their own learning resources, such as videos which are aimed to deliver the lessons in more contextual and authentic senses. In this regards, this study is aimed to encapsulate the design and development process of creating a video as an instructional media in English language teaching context. ADDIE (Analysis, Designing, Developing, Implementing, and Evaluating) framework was employed in the process of designing and developing the video. Documentation, observation, and testing were administered as data collection techniques to support the design and development of the video. Furthermore, this paper depicts the researchers’ experiences on the design and development of a video lesson as well as the survey findings. Implications of the findings for instructional design and recommendation for future research are also discussed.

Investigation on English foreign language learners’ learning experiences has been discussed by a plethora of studies. The current study presents a survey on the learning motivation and challenges of Indonesian senior high school students. A cohort of approximately 64 students from a private senior high school in Indonesia was invited to participate in two questionnaires. Analysis of the students’ responses showed that their English language learning motivations were affected by both internal and external motivational factors, which were put into four categories; motivation for knowledge, internal fulfilment regulation, motivation to challenge, and external utility regulation. In terms of the challenges, boredom and anxiety were experienced by the students; although the degrees of the challenges were not significant, the students showed some factors that could trigger their anxiety and boredom. These findings suggest English language teachers keep stimulating the students to enhance and sustain their motivations in learning English both externally and internally and directing them to enjoy their learning process through innovative learning resources and activities.

Abstract This study aims at earmarking some related issues regarding the teaching of English language to francophone pupils by francophone teachers. As regard the theoretical framework, the connectionism, acculturation and teaching-learning theories was used.  The methodology in this study is the quantitative and qualitative approach and the random sampling technique is used in the selection of the population under study.  The research instruments that are used are the interview and observation.  The instruments were administered taking into consideration the pronunciation of sounds (phonology) pluralisation of nouns, sentence construction, the use of articles and tenses (morpho-syntax).  A total of 73 teachers from six primary schools were interviewed and observed.  The frequency distribution technique is used for analyzing data. Analyzing the data collected proves that the francophone teachers have difficulties in pronouncing some sounds in the English language.  The teachers equally have difficulties in putting some nouns in their plural forms, constructing of sentences and correct use of articles and tenses. From the findings, the researcher made some recommendations.  That a solid foundation should be laid during the initial training on the teaching of the English language. Secondly, in-service training should be encouraged for  teachers already in the field. The researcher also suggested that Pedagogic Inspectors in charge of bilingualism should organize regular pedagogic seminar on English language for the francophone teachers.   Keywords: Difficulties, ELT, Francophone Teachers  

The effect of reading purpose on the reading comprehension was studied at Madrasah Alyah Diniyah Riau.The aim was to know and identify the effect of reading purpose on the reading comprehension of 12th-grade students 2021 – 2022 Academic Year at Madrasah Alyah Diniyah Riau . A mixed-method approach and quantitative and qualitative of an ex-post-facto study was applied. The 42 of 12th-grade IPA and IPS students of Madrasah Alyah Diniyah Riau 2021–2022 academic year were taken as sample by using the purposive sampling technique. The instrument of questionnaire and a test of reading comprehension were used to collect the data. Hypothesis testing (t-test) were used to analyse the collected data. From the analysis result it was found  that the t-value = 277,543 > t-table 1,689 with a sig. value of 0,000 <  0.05,it can be interpreted that reading purpose affected the reading comprehension of Grade XII students 2021 – 2022 Academic Year of Madrasah Alyah Diniyah Riau