This study aims to investigate the perceptions and obstacles faced by EFL learners in the implementation of blended learning in an abnormal learning system. A group of undergraduate EFL learners, consisting of 48, who has completed a Grammar Class, participated in the study. The 48 learners formed three different learner category levels; High, Moderate, and Low. The learners of the three different category levels filled in a semi-structured open-ended questionnaire and responded semi-structured interviews. The low category learners perceive that learning grammar through blended learning is meaningful but need more experiences in the utilization of online learning mode, and in-availability of the supporting tools; The moderate category learners perceive blended learning to provide them more study times and make them get used to the internet or online-based learning; and the high category learners perceive the implementation of blended learning as helpful, easier, flexible, and fun. Although the learners of the three different categories level face the same problems on the implementation of blended learning, namely poor internet connectivity at home and campus, unclear online instruction, and delay to respond questions on the online learning mode, the learners of the low category level, on the other hand, experience problems applying online learning mode. We discuss the practical implications of the research results for the successful implementation of blended learning in the future, especially for low proficiency learners and in situations of abnormal learning systems.

This research aims to determine if using POSSE Strategy affects reading comprehension of students majoring in English education of Tadulako University. This is a pre-experimental study using the one group pretest and posttest design. The population was 319 students in academic year 2018/2019. The samples were 35 students selected employing purposive sampling technique. Paper-and-pencil method was used when collecting the data with a test as the instrument. The test was administered twice namely pretest and posttest. The data were analyzed statistically using .05 level of significance and 34 degree of freedom. The result showed that after receiving intervention through POSSE Strategy, students scores got improved. In other words, using POSSE Strategy is effective in improving the sampled-students’ reading comprehension on any kinds of English text.

This paper discusses teaching approach and media in English as a foreign language (EFL) classroom. It brings to lights vocabulary teaching, bilingual approach and using flashcards in the teaching of vocabulary to young learners. As teaching vocabulary can take place from very early stage to a high level of learning, its introduction needs to be managed in such a way using an appropriate approach along with utilizing particular media, such as flashcards, that the learners can enjoy the teaching process. This is based on the consideration that not all teaching media fit in the context of vocabulary teaching through bilingual approach. For this reason, it is important that teachers of English whose concern is how young learners learn vocabulary adopt appropriate teaching media on their behalf. Once the learners feel secured and confortable with the media used, it is guaranteed that they can learn as many words as possible and, thus, the desired outcome of the learning can be projected to occur. This article emphasizes the issue of bringing together bilingual approach and flahcards together in the teaching of vocabulary to young learners.

This research aims to determine the effectiveness of using Instagram captions in improving vocabulary mastery of grade eight students of SMPN 4 Tanantovea Donggala, Central Sulawesi. This is a quasi-experimental research design, involving 44 students selected through the total population sampling technique. To collect the data, the paper-and-pencil method with tests (pretest and posttest) was used. Results showed that there was a significant difference between students’ vocabulary mastery before and after the intervention. With p=0.05 and df=42, it was found that the tcounted value of 9.53 is higher than the tcritical value of 1.683. This means the research hypothesis is accepted. In other words, using Instagram captions can improve vocabulary mastery of grade eight students of SMPN 4 Tanantovea Donggala.

This paper discusses the result of the study on plant diversity in the Agroforestry system and its traditional uses by the three different ethnicities in Banggai Regency, Central Sulawesi, Indonesia. The basic data of traditional plants used by each of the ethnic groups in the research site wer collected through an in-depth interview initiated by an informed consent using a questionnaire containing open-ended questions—fifty (50) respondents from each of the ethnic groups representing different jobs. The result showed that the highest number of plant species was found in research site B, bu the highest number of individual plants was noted in research site A. The highest Important Value Index (IVI) of tree, poles, sapling a,nd seedling level of plant species differed among the three research sites. When viewed from the perspective of traditional plant use, the highest ICS of plants utilized by the three ethnics was “coconut” (Cocos Nucifera L). The number ofthe utiliplantslant was different among the three ethnics. Tao Taa Wana people have utilized about 43 plant species, 27 of which were used for medicines, 20 for foods, 2 for natural dying, 18 for fuels, 6 for building materials, 5 for ritraditionaluonal ceremonies. In research site B (Singkoyo), 52 plant spe es have been extensively used by Javanese people for a wide range of culturally related activities, 28 species were used as medicine, 32 for food, 17 for fuel, 7 for building materials, and 10 for ornaments. Unlikely, in site C (Mentawa, 39 plant species were used traditionally by Balinese people; 18 of which were used for medicines, 18 for food, and 13 for ritual ceremonies).