This research aimed to develop a model of Inter-Group Discussion Forum (IGDF) application as media to increase students' interaction and participation in the discussion forum during the online learning. Data were collected through the process of the implementation of discussion forum using IGDF application during the online learning of Research in English Language Teaching (ELT) courses during the teaching period of 2014.2. Data of the students participation were collected through online observation, and data about the students' perception of the IGDF model were collected by providing an online close and open ended questionnaires and analyzed by calculating the percentage. The results of this study indicated that the application of IGDF is applicable in online learning. The amount of participation and the quality of the interaction from the discussion through IGDF has not shown significant improvement. The main obstacle came from the technical problems associated with passwords and the ability to follow the discussion in a discussion forum between groups. However, the variety types of posting has increased. Each group is able to post presentations, questions, responses, and commands. Students' perceptions toward the IGDF proved significant where there was 88.46% of them stated that the discussion forum with IGDF is very good discussion among the group and it can increase interaction among students in the online learning.

This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured interviews, classroom observations, questionnaires, and focus group discussions. All data were analyzed for patterns that might offer insight into the problems tutors and teacher-learners were facing as they worked through the Classroom Action Research (PTK: Penelitian Tindakan Kelas) module and tutorial. The research team from Indonesia Open University (UT: Universitas Terbuka) identified several problematic aspects of each course, including excessive lag time between the first and second courses, insufficient examples of model classroom action research projects, a lack of supervised practice of action research techniques, variability of tutorial quality, and a mismatch between course assessments and the content and purpose of the courses. While the findings of this study focus primarily on two distance courses offered by UT, they offer insight into the challenges of providing in-service teacher development via distance education in the Indonesian context. Key Words: Distance Learning, Classroom Action Research, Teacher Professional Skill

Abstract-The integration of Information and CommunicationTechnologies (ICTs) in education has enhanced the power of teaching and learning process. ICTs have been used to deliver learning material through many tools such as email, blogs, YouTube, wiki, discussion boards, and others online application. Education dominantly uses computer technology to encourage innovation in teaching such as Computer Assisted Instructional (CAI). Computers can also be used to provide distance education for facilitating online learning and interaction. They are given the chance to learn through computer-based instruction schemes. Some experts and practitioners of education in language teaching have created the Computer Assisted Language Learning (CALL) that strongly supports the utilization of ICT in language learning. This tool is flexible, rich and interactive in the term of time and place and in term of encouraging students in learning language at their own pace. This is due to the computer's ability to present learning materials which has more diverse ways than either a book or video does. In addition, it is able to generate online interaction and improve communicative competence, including providing authentic material to the distance language learning environment and for self-directed learning. This paper will discuss about how to utilize all of these ICTs' abilities as the basic facilities to create IT-based learning materials for supporting distance language teaching and learning.

This public service program aims to improve the creativity of the community through the re-use of household waste. Not only exciting, this activity may also generate extra income for the community members. The method consists of understanding the issues of environmental health, identifying and determining inorganic waste, and improving creativity through workshops on utilizing inorganic waste to generate side income. The object of this program is the housewives at Dusun Mrisen, Sardonoharjo, Ngaklik, Sleman, Yogyakarta. The activity methods used in this program are lectures, demonstration, and practicum. This public service program is expected to contribute in the improvement of the community’s welfare

The essential purpose of the research was to examine EFL in-service teachers’ perceptions after watching their teaching video recording. This research attempted to explore more insight of the video-based reflections roles focusing on teacher development. The research applied a qualitative design with eight EFL in-service teachers as participants. The data were conducted through semi-structured interviews, journal reflective, and video recording. All these data were then analyzed using thematic analysis. The result demonstrates that video-based reflection is an accomplished way to gain self-evaluation. These in-service teachers have gained new views, and have chances to analyze both deficiencies and potencies using video-based reflections in their teaching experiences. Conclusively, video-based reflections can promote teachers’ professional development.