No abstract

Two main types of educational technology tools (ICT and DERs) are likely mediate and enhance reading motivation as well as reading comprehension through personalized activities and engaging activities. Though, technology provides students with various interactive features that can suit students’ learning style and learning level, framework and approaches like constructionist framework, top-down and bottom-up approaches, as well as learning from technology and learning with technology concepts will navigate learning activities on what ways and how the technologies are used in reading activities, thus improve students’ reading motivation, reading comprehension, and reading fluency. Reading motivation questionnaire alone might give insight to the researchers on the change of reading motivation before and after the intervention, but triangulating the data from questionnaire with the data from interview, observation, and students diary likely expands the information gauged in terms of students’ problems and difficulties in using the technologies, their preference regarding learning activities, and how the technologies with the approaches/concepts/approach can enhance learning, increase students’ reading motivation, comprehension, and fluency.

An e-book is one type of instructional materials that play important roles to ensure learning interactivity by integrating technology to its context. However, studies on the integration of an e-book in English language teaching mostly focus on its implementation process, not its developing process which in fact may influence the validity quality of an e-book. Thus, this study aims to use expert’s review to develop an e-book with past tenses materials for students of English study program. Development research design proposed by Akker was used to develop the e-book. Expert’s reviews on the past tenses materials and the e-book media design were used to determine the validity of the e-book. The results showed that the e-book with past tenses materials was valid which indicated that it can be employed in teaching and learning simple past tense and past continuous to the students of English education study program.

This study was aimed at finding out the leadership style used by the manager and how it corresponds to the instructors’ teaching performance. The samples were a manager and eight instructors of one of English courses selected by using purposeful sampling and maximal variation sampling as the strategy. To collect the data, questionnaires were used and an interview was conducted. The collected data were analyzed by using percentage analysis and descriptive analysis. The results of leadership style questionnaire show that the manager 76.7% believes that she applies both autocratic and democratic leadership style while the instructors 66.7% believe that their manager is a democratic. From the interview and open-ended questionnaire for instructors’ teaching performance, it can be explained that under the leadership of the manager, they have a good teaching performance.