The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT) framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.

The present study aims to portray how to teach writing in English for Specific Purposes (ESP) classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were set using non-participant observations, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) model. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning views of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing and are recommended to apply in all modes of learning: online, offline, blended, and hybrid.

Writing has been one of the most significant skill to acquire by high school students. In fact, students still find it difficult due to weak mastery of writing components and limited practice as well as exposure and facility. On these ground, utilizing MALL in hybrid learning setting is assumed to enhance their writing skill. Employing qualitative approach with classroom action research design conducted in 3 cycles, 20 high school students were involved in this study. The data were obtained using observation, test and interview. The findings suggested that online writing application can help promoting students’ writing skill proven by the score increase from cycle 1 to 3 as well as their participation. The students either perceived the MALL application positively.

The objective of this action research study is to find out whether or not games in Town4kids multimedia laboratory (such as memory game, listen and unscramble game, name the picture, find the word, matching similar pictures), can enhance students' English vocabulary mastery. The research was conducted at Insan Madani Primary School in Bekasi. Twenty-two students of 4 th grade students were involved in this study. Observation, and pretest-posttest were used to collect the data. This research used two kinds of data analysis; they are qualitative and quantitative data analysis. Qualitative data were obtained using Kemmis & Mc Taggart design in two cycles. Quantitative data were calculated using t-test for non-independent sample. The result of this research indicated that:(1) there is a significant improvement of English vocabulary acquisition; (2) games in town4forkids multimedia laboratory give positive and effective effects on students' vocabulary mastery; (3) the use of games in Town4kids multimedia laboratory creates fun and active learning for the students. It is recommended for teachers to upgrade their pedagogical competence, while for future researchers, preparing sufficient learning material and time in class management are suggested.

The objectives of this development research are to produce video media for learning biology material for Covid-19 and synthesize the results of the validation of the Covid-19 biology learning video media as an alternative to increase students' basic competencies. The subject of this research is the biology teachers of class X at Kota Kendari. The results of the research shows that learning video media production went through seven stages, i.e., 1) analysis of potential and problems related to infrastructure at the research location; 2) data collection of scientific articles and modules; 3) product design; 4) validation of material designs by experts; 5) design improvements with consideration of advice from experts; 6) media product trial by teachers; and, 7) revision of media products with consideration from the teachers. The results of the validation of the learning video media are categorized as feasible. Therefore, the learning video media was potential to be developed as alternative media to foster the students’ basic competence of viral material.Keywords: Alternative media; basic competence; biology; Covid-19; learning video media.