The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria.  The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

This study is an pre-experiment research which aims at examining (1) the implementation result of hypnoteaching method in Mathematics learning of class VII students at SMPN 41 Bulukumba, (2) the learning motivation of class VII students at SMPN 41 Bulukumba before and after being taught using hypnoteaching method, and (3) the extend of improvement of students' learning result of class VII at SMPN 41 Bulukumba taught by using hypnoteaching method. The population of the study was all class VII students at SMPN 41 Bulukumba. The sample was class VIIb students at SMPN 41 Bulukumba. The sample was class VIIb students' learning result on learning using hypnoteaching method. Based on the effectiveness level criteria, the hypnoteaching method learning was adequately effective to be implemented on rectangular subject. It was proved by the students' learning result of class VII at SMPN 41 Bulukumba before implementing hypnoteaching method which achieved the mean score 40.24 and was in incomplete category; whereas after being taught by using hypnoteaching method, it achieved the mean score 76.59 that approximately 75% students had fulfilled minimal completeness criteria so it achieved classical completeness with fair category. The result of the study showed that the implementation of learning using hypnoteaching method for six sessions was in the category of completely implemented with the mean score 3.6. There was improvement of learning motivation of students after being taught by using hypnoteaching method from the mean score 95.96 improved to 112. There was improvement of Mathematics learning result of students in class VII at SMPN 41 Bulukumba after being taungt by using hypnoteaching method with the improvement of students' learning result counted using normalized gain formula by 0.61. PENDAHULUAN Pendidikan merupakan sesuatu yang penting dan mutlak harus dipenuhi dalam rangka upaya peningkatan taraf hidup masyarakat. Dari pendidikan inilah diperoleh pengetahuan, keterampilan serta terwujudnya sikap dan tingkah laku dalam kehidupan sehari-hari. Dunia pendidikan memungkinkan terjadinya berbagai interaksi antara satu dengan yang lain. Baik interaksi antara pendidik dan peserta didik, pendidik dan pendidik lain serta peserta didik dan peserta didik lain. Dari berbagai bentuk interaksi, khususnya mengenai interaksi yang disengaja, ada istilah interaksi edukatif. Interaksi edukatif ini adalah interaksi yang berlangsung dalam suatu ikatan untuk tujuan pendidikan dan pengajaran. Oleh karena itu interaksi edukatif ini perlu dibedakan dari bentuk interaksi yang lain. Dalam pengertian yang lebih spesifik pada bidang pengajaran, dikenal adanya istilah interaksi belajar mengajar.

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers’ levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage.  They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.

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This study aims to determine the differences in learning output by using Problem Based Model combines with the "Buginese" Local Cultural Knowledge. (PBL-Culture) It is also explores the students activities in learning mathematics subject by using PBL-Culture Models. This research is using Mixed Methods approach that combined quantitative and qualitative methods and Sequential Explanatory Design (SED) Models that implemented at junior high school, at Bone Regency in South Sulawesi Province. The results of this study stated that Firstly, Junior high student learning outputs has increased significantly after being taught by using the PBL-Culture Models Secondly, the learning activities output showed that students have high attitude in the siri', pesse', sipatuo-sipatokkong categories after teach by using PBL-Culture, meanwhile, medium attitude in the siri', sipatuo-sipatokkong categories for non experimental classes. However at pesse' categories, the models shows difficulties in learning and solving problems Moreover the result also showed that students has a low ability at siri' categories depends on the situation given by the teacher and the situation surrounding environment.