This article is aimed to describe integrated thematic context on contextual learning based on English learning process in the Fifth Year of As Shofa Islamic Elementary School. The increasing in the learning quality and the learning result of the students can be interpreted and manipulated by applying the contextual learning appropriately on integrated thematic context in primary school. This integrated thematic context is applied on some English learning skills, such as listening, speaking, reading and writing on contextual learning based. The process of application consists of planning, implementing and assessing/reflextion with some considerations in applying each step of the process, such as characteristics of the students, interest of the students, needs of the students and many more. The utilization of contextual learning is purposed to include the real situation in daily life into the learning process. Interview result from the teachers is used to complete the description of discussion on this study. The result of the study shows that integrated thematic context on contextual approach on language learning process in As Shofa elementary school has supported the language skills of the students in many contexts. Keywords-integrated thematic context; contextual learning based; primary school I. INTRODUCTION The condusive learning context can be created and applied by utilizing the appropriate learning approach. To gain the learning context, some components of learning should be concerned such as the objective, material, teachers, students, activities, and supporting facilities. Since 2013 curriculum come into account, the integrated thematic learning has been used in the learning process, especially in primary school-elementary school. The objective of the learning is to combine some subjects in one learning theme. The students not only learn one subject separately but also learn all subjects integratedly in one theme or learning activity (Depdiknas, 2006). There are some characteristics of this integrated thematic learning, such as 1) Students center, 2) Give direct experience to the students, 3) Unclear subject saparation, 4) Provide concept from some subjects, 5) Flexible, 6) Learning process can be developt depends on the students' interests and needs through process evaluation and students' learning result ((Depdiknas, 2006); (Trianto, 2013);(Trianto, 2012); (Yanti, 2016)). To set the characteristics in context, high integrity teachers are requirely needed in the effort to obtain education objectives. The teachers can develop their own potention and give motivation to the students by an appropriate learning approach (Slavin, 2005); (Gredler, 2009). One of the approach that is used on the integrated thematic learning concept on language learning is contextual learning approach ((Johnson, 2002); (Glynn & Winter, 2004); (Berns & Erickson, 2001)). Contextual learning approach is the learning which relates the learning material to the students' real life. This approach utilization is matched and considered with...

One of the aspects that determine the success of the learning process is teaching materials.  This research aimed to develop the effectiveness of contextual material for teaching English at Madrasah Aliyah.  The design of this research is development research by using ADDIE model. The product consists of two books, (teacher's book and students'book) the title is “English For Us”.  Subjects in this research were all students of grade X. Sample were 87 persons and it was selected by using the purposive technique. The instrument used to collect data was a survey, questionnaires, and an interview. Data analysis was used the qualitative and quantitative technique. The practicalities of the teacher’s book were 82.54   and students’ book showed an average  84.63 score. The effectiveness of a product is measured through pre-test is 68,00  and post-test is 75.44.  It can be concluded that the contextual material for teaching English at Madrasah Aliyah was effective

This is case study at University level, Padang Indonesia, aimed to examining lecturer's beliefs and practice in integrating digital literacy into lesson. The data taken base on lecturers' interviewed following observations in class to explore lecturer's practice in using digital literacy. The participants of this study were four lecturers who teach English reading and writing. The data were analyzed qualitatively by explaining lecturers' beliefs of integrating digital literacy and their practice. As the result, the lecturers who teach writing and reading at university have a strong belief that integrating digital literacy into the lesson is essencial to do. Unfortunately, in practices, the lecturers use digital literacy limitedly on e-learning that must be used in the university as the requirement. It suggested that the lecturers should balance the reflection of their beliefs and practice in integrating digital literacy into lesson.

The culture of literacy in elementary schools needs to be continuously developed, one through fairy texts. Culture of literacy means developing the logical thinking ability of students in understanding and interpreting something obtained, either orally or in writing, and able to use it in life. The text of fairy tales or through storytelling, it is believed can be used as a means to develop the character of students to a better direction, through the depiction of characters in the story. Through the story presented the author can increase the curiosity of students to follow the stories that exist in the story. The stories can serve as a tool for children to examine their own lives, give empathy to others, and be able to understand about life in such a complex society. Thus, through fairy tales can revive the culture of literacy among elementary school students. Fairy tale is a work of fiction in which loaded with the content of values of which moral values are expected to be beneficial to the mental development of students. The realization of literacy culture storytelling in students will also develop the character of students.

The development of students' academic achievement in the field of Indonesian language is very urgent and for that a writing assessment is needed. The aims of this study is to analyses the involvement of faith and the identity attribution of Indonesian language teachers in developing writing assessments in madrasah. This study uses a phenomenological approach. This study are involving twenty Indonesian teachers in madrasah and conducting in-depth interviews to reveal the narrative of teachers' practices in developing writing assessments. The collected data using first experiences with informants and their reactions to those experiences, a semi-structured interview schedule was used. This study uses thematic analysis to examine the holistic meaning of phenomena through the description of subjective perceptions. The result of study shows involvement of personal morality and religiosity, attribution of identity when assessing, plays a role in the development of writing assessments in Indonesian language and literature in madrasah. The application of faith principles is the main link in the development of writing assessments, in addition to attribution of the identity of God-given personality to the assessment of writing Indonesian language and literature. The identity and writing assessment abilities of Indonesian language teachers develop with various variants, and students' skills and mastery of material also develop in improving literacy, as well as their academic achievements. In conclusion, the results of this exploratory study show that faith and personal identity attribution can develop writing assessments in the Indonesian language field.