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Literacy competencies are important for students to keep abreast of the pace in the 4.0 industrial age. Misunderstanding of the concept of literacy may result in the incorrect application of literacy acculturation. This study is aimed at 1) describing teachers’ misconceptions of reading literacy and 2) describing the implementation of students’ reading literacy acculturation at school. Data were collected from teachers’ and students’ statements and activities during the literacy acculturation activities in the participating schools from 19 regencies in East Java, Indonesia. Additional data were in the forms of documents and field notes obtained from observation, interviews, questionnaires, and documentary studies. The results show that: 1) the concept of literacy is understood as literal and mechanistic reading, and 2) schools tend to apply formal literacy activities by asking students to read texts 15 minutes before classes begin. Several problems are found in most research sites in which there is no follow-up on the given free reading assignments, teachers and school principals neither become literacy models, the availability of fiction and non-fiction books is limited, and students are not highly motivated to follow the reading literacy program. This study implies the urgent need to improve all school stakeholders understanding of the literacy concept and provide better activities for the implementation of the reading literacy acculturation program in schools.

Gamification and game-based learning (GBL) is the newly introduced learning strategies considered fit for English fun learning. . This study aims to investigate the implementation of teaching Speaking in Foreign Language for Specific Purposes (FLSP) at Universitas Muhammadiyah Malang. The employed research design was Classroom Action Research (CAR) with two cycles. The GBL employed was modified from the Family 100 and Trivia game show. Subjects of the study were the Psychology students 2021/2022. Data collection methods were a survey and observation checklist, and the obtained data were analyzed using Activity Theory. The data triangulation was obtained by comparing researchers’ observation notes and questionnaire responses. . Results show that students were not enthusiastic when learning about Speaking through games.  Their enthusiasm increased when the game level, rules, and topics were adjusted. The findings of this study imply that GBL enhanced students’ understanding, motivated their learning, and increased their positive behaviours

Tourist village has been one of the main focuses of Indonesia’s Ministry of Tourism and Creative Economy right now. Indonesian government is targeting 3000 tourist villages in Indonesia, and some areas may start developing its tourist villages, one of which is Trenggalek, a small regency that is located in East Java. Trenggalek is targeting 100 tourist villages by 2024. One of the most important supporting components in tourist villages is tour guide. In other words, the role of tour guide is inseparable from the existence of tourist villages. To fulfill their duties, a tour guide must master some skills, one of which is English skill. A tour guide is required to comprehend four English skills, especially productive skills; speaking and writing. In Trenggalek, some tour guides are in charge of tourist villages. However, most of them have not joined English training programs. Their English skill level has also not been analysis or mapped. This study then initiates the analysis of English skill level of tour guides in tourist villages in Trenggalek. The study employs qualitative descriptive research to find the data. The findings reveal that there are some levels of both speaking and writing skill. However, speaking skill levels are more diverse compared to the writing ones.

Students’ difficulties in mastering writing skills are exacerbated by teachers’ limited instruction in writing classes due to the COVID-19 pandemic. The present study aims to find out whether Project-Based Learning (PjBL) is effective in increasing distance learners’ writing skills and motivation to learn. This study employed the Classroom Action Research (CAR) method involving 13 students of twelfth-grade SMKN 1 Bungaraya, chosen through one-stage cluster sampling. This research was conducted online, synchronously, and asynchronously. The questionnaire, observation, and test results show that the PjBL approach allows students to be more engaged and creative in distance learning. The implementation of PjBL through comic strip creation has also driven students to increase their writing skills. It was evidenced by the increase in the student’s scores. The pretest score was 60.53, which increased after post-test I to 70.77, and continued to increase to 80 at the end of Cycle II.