<p class="0abstract">The outbreak of COVID-19 pandemic has brought the dependence on the online activities as new behaviors in various aspects of society including education. It defines the reliance upon internet access for learning practices and the tendency toward learning autonomy. Yet, the sudden emergence of the pandemic causes problematic circumstances for learners. Not all learners are ready to be autonomous and to have internet infrastructure. Within this context, the current study addresses learners’ attitudes toward learning autonomy and examines what hinder them to be autonomous. As a descriptive research, this study involves 101 respondents living in Bitung city, a fast growing and harbor city in North Sulawesi, Eastern Indonesia. They are asked to fill the kind of Likert questionnaire which constitutes the source of data which are statistically analyzed. The results indicates that learners dominantly show positive attitude toward the idea of being autonomous in this pandemic era. In addition, several factors such as bad signal, distraction, self-discipline and lack of motivation occupy the dominant factors hinder learners to establish learning autonomy. <strong></strong></p>

This research aims to obtain empirical data regarding to JACEA implementation in improving fourth grade student speaking skill. The two CAR cycles designed in this research. The result showed that in the CAR first cycle there was only 56.50% students improved their speaking skill, and then in the second cycle it was improve to 91.30%. The sheet monitor described that the JACEA implementing in cycle one reached 82% and in the second cycle reached 98%. This means that the JACEA implementing can improve student English speaking skill. The research implicated that JACEA should be used as an English learning approach to improve four grade student speaking skill.Keywords: speaking skill; JACEA; CAR RationaleThere are many acts of English instruction still puts as the remembering subject matter in Indonesia today. These instructional acts have to reject, because of English is a mean of global and intellectual communication which being the bridge to process social relationship among people. English is not a dead material, it must be applied in verbal communication process, beside written interaction.Indonesian government put English as one of subject matter which should be taught and learned started from elementary school, secondary school, middle school, and high education (university). This means to improve educational quality in Indonesia. And to implement English instruction in elementary school had been introduced and stated in the government policy of local content subject matter. Learning English is not only about vocabulary mastery or translating words from Indonesian to English or from English to Indonesian, but more than that English has to apply for verbal communication process until to written process.There are seven points make speaking is difficult to learn and there are still many teachers considered that English is not important to learn. They did not practice speaking skill to students and only to discuss minimum vocabulary and to translate them into Indonesian. They of course must use learning source and learning media maximally. They do not implement various teaching acts for developing students speaking skill. There are still teachers who do not mastering English well, so they cannot communicate verbally in English. Limitation time makes the development of speaking skill is not maximal. And then the students have minimum interest to mastery conversation in English.These factors are not being serious difficulties if the teachers have empathy to improve students speaking skill qualifiedly. They can solve them by implementing strategies, methods, or approaches which can develop the students interest and belief for develop their ability to mastering English. If the teachers do not yet mastery the English, the school should facilitate them in the way to give practice and training in order they can do instruction optimally to improve student speaking skill. Low of student motivation in learning English can be if they think that English is a difficult subject matter. They also still have low confide...

This study aims to develop an English Language Electronic teaching material model for five class in elementary schools based on whole language approach. Using the whole language approach, overall language teaching an integral part of four language skills which include reading, speaking, listening and writing. Whole language approach based on the understanding constructivism forms its own knowledge through an active role in learning as a whole or thoroughly and integrated in language skills. This research was conducted at the elementary school in Jakarta. The approach of this research is mixed methods research. The type of research used development by research. There are several stages of the mechanism for planning and compiling an English language teaching material model based on a whole language approach. In this study adapted from the model of Borg and Gall of Dick, Carey and Care. There are four stages in this research, (1) the stage of information gathering which includes a preliminary study and needs analysis, (2) the development of the draft which includes planning and developing the initial form the product, which includes expert testing / validation (expert judgment), one-on-one testing, small group evaluation, field testing, where in each trial a revision of the product developed is possible, and the last (4) finalization stage. The results of this study English language electronic teaching material models for the fifthgrade elementary school based on the Whole language approach can be used properly and correctly in accordance with the needs of elementary school students.

Penelitian ini bertujuan untuk memperoleh informasi empiris tentang pemerolehan bahasa anak kembar usia dua tahun tujuh bulan dan gambaran pola pengembangan kecerdasan linguistik anak kembar dalam kehidupan keluarganya. Penelitian ini dilakukan kepada dua anak kembar dari sebuah keluarga yang memiliki status sosial ekonomi yang cukup baik. Hasil penelitian menunjukkan bahwa (1) dalam mengujarkan satu dan dua serta tiga kata diawali dengan mengujarkan suku kata awal dan akhir yang dilakukannya secara bergantian; (2) dalam pemerolehan bahasa sangat tergantung pada pola kehidupan berbahasa yang ada di lingkungan keluarganya, yakni sedikit banyaknya bergantung pada pola berbahasa yang dilakukan oleh ibu mereka, kemudian ayah, dan saudara-saudaranya; (3) kebanyakan kata-kata yang mampu diujarkan menggambarkan kegiatan yang dilakukan di dalam kehidupan keluarga anak tersebut; (4) kedua anak itu baik dalam mengikuti kegiatan keluarga sehingga mereka mampu mengujarkan kata-kata yang sesuai dengan fakta sebenarnya; dan (5) kedua anak tersebut kurang memiliki bakat bahasa yang dib aw a sejak lahirnya sehingga orangtua perlu mengembangkannya agar tidak mengalami keterlambatan dalam pemerolehan bahasa yang baik dan benar.

This study is focused on the implementation of Multiple Intelligences-Based Instructional Strategy (MIB-IS) to improve students English Academic Writing Skill Instruction (EAWSI). It uses Classroom Action Research (CAR). There are four steps in this CAR: (1) plan, (2) action, (3) observation, and (4) reflection. Multiple Intelligences-Based Instructional Strategy (MIB-IS) can improve Senior HighSchool students' academic writing (argumentative essay writing) in eight students' intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist)