The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.

The objective of this research is to describe how the teacher integrates technologies in blended learning and to analyze students’ perception and challenges in blended learning. The research was conducted in a private senior high school in Bandung and used a qualitative descriptive method. The data were collected through interview and questionnaire. The findings show that the teacher had already integrated technologies to run the process of teaching and learning in the new normal era as a replacement of a face to face learning due to Covid-19 pandemic. In the blended learning, the teacher integrated the variety of technologies in teaching-learning activities, namely zoom meeting and WhatsApp group chatting for the synchronous learning and she utilized google classroom, screencast o matic screen recorder, viva video editor, YouTube, and Quizizz the synchronous learning. The students perceived  blended learning positively and determined that it is it is one of the effective ways of teaching. The biggest challenge overcome by the teacher is more time needed to learn and adapt to this new situation where they must employ technology in our educational culture. For the students, the stability of internet connection also becomes major obstacle in blended learning. Apart from that, blended learning can be an option applied in the learning process in the current pandemic era.

This research paper entitled Theme and Thematic Progression in Students" Recount Texts attempted to investigate how the students organize their ideas in their recount texts, seen from the Theme and Thematic Progression and to figure out the implication of Theme and Thematic Progression used by students for the flow of texts. This research was conducted in a private senior high school in Bandung. The research employed a qualitative design, embracing characteristic of a case study. The data were nine students" Recount texts from three different levels of achievement including low, middle, and high achievers. The findings showed that seen from types of Theme, there were three types of Themes employed by students in their recount texts, namely the topical, textual, and interpersonal Themes in which the topical Theme was the most frequent Theme occurred in the text. In terms of Thematic Progression, there were two dominant patterns used by the students to organize their ideas in their recount Text, including the Theme reiteration and the zigzag patterns. Themes and Thematic Progression used by the students had the implication for the flow of texts. Furthermore, the use of the cohesion devices (e.g. ellipsis, reference, and conjunction) made the flow of the text much clearer. It was recommended for the teacher to apply Theme and Thematic Progression as the tools to improve students" writing skills and further research to analyze Theme and Thematic Progression on different genre or even spoken texts with different focus.

This research aimed to describe the implementation of the Montessori Method in academic flow development for students. A Qualitative approach and intrinsic case study design were used in this research. The participants of this research were five students of the Arabic Language Study Program in one of university in Bandung, West Java. The participants were selected using purposive sampling technique. The findings revealed that students were able to achieve academic flow, which was marked by the achievement of all indicators in the aspect of absorption by activity. However, the indicator of thinking included in the aspect of fluency by performance was difficult to be achieved by the students. The results of this research are expected to be utilized by those who play a role in developing students' potential, which was guidance and counseling service units based in universities and academic supervisors.

This research aimed to find out the significant different about video and audio in students’ listening practices. This research employed a comparative research design with two group pretest and post-test design. There were two variables: independent variable was video and audio and the dependent variable was the students’ listening practices. Population of this study research was 64 students and the samples were 30 students. In collecting the data, the researcher used listening test. Based on the finding of the research, the conclusions can be explained that the first and the second test has different topic and both test has different result of hypothesis testing, which in the first test that discussed the topic about some dialogues and conversations, the t-test value was 13.00 and t-table for n = 58 in level of significant α = 0.05 was 2.00. Because of t-test > t-table (13.15 > 2.00), it means that there is a significant difference between the students listening comprehension by using video and audio. Meanwhile in the second test which discussed the topic from cut movie, the t-test value was -10.15 and t-table was 2.00. Because of t-test < t-table (-10.15 < 2.00), it means that there is not a significant difference between the students listening comprehension by using video and audio. The result of this research shows that video is a better media than audio to be applied on student listening comprehension, therefore the implementation of this research expects the teachers/ lecturers to use video as learning media in teaching listening especially in listening comprehension.