The purpose of this research is to know how the process of English learning by applying padlet, animoto, and sway application. The subjects of this study are second semester of Primary Education Department students who take English subject, and the schedule of this research began from November 2017 to June 2018. This research is a descriptive qualitative research, and the methods in collecting data used: survey, namely questionnaires, interviews, and observation. The result of this research were; first, the students are motivated joining English class. Second, students' speaking ability improve from language level ability basic User A1 to basic user A2 based on The Common European Framework of Reference for Languages (CEFR) assessment.

The aims of this article is to discuss about the implementation of Camtasia and YouTube in Teaching Writing for English Department Students. The problem of the writer in teaching writing for first semester of English Department students in this pandemic situation is online learning media. Not only learning media, but also for the students who lives in rural area are faced the difficulties to get the internet connection easily if the online learning done through Google meet or Zoom. In order to solve that problem, the writer proposes Camtasia, YouTube, and also WhatsApp to deliver the learning material.  Camtasia, YouTube, and WhatsApp is an application that can be used as a learning media. Camtasia itself is used to record the material in the form of video or PPT presentation. After finish recording the material, the Camtasia Video can be shared to the students through YouTube Channel. Then the last step is shared the link through WhatsApp group and continued with discussion session. The Subject of this research is first semester students of English Department Program. The research is done start from August to December 2020. This research is qualitative research. The data for this research are taken form the observation and also interview. The results of this research are: After the implementation of Camtasia, you tube link, and also create the discussion on WA group, more than 95% students are able to write with correct punctuation and use capital letter in their sentences, especially in the beginning of their sentence. Moreover, the students are also able to make a sentences with good arrangement by choosing effective words and appropriate order. Only 3 students who still difficult to develop their idea on writing in a good organization, grammatical order, and content.

This study discusses about the use of language style in talk show “The Late-Late Show with James Corden”. The researcher use three videos taken from The Late-Late Show with James Corden, those are the video  entitled ‘Bill Gates Knows 'How to Avoid a Climate Disaster' ,  “How Did Adele Get Celine Dion's Gum from James?’and the video entitled “Jackson Wang: LMLY” . This study aims to identify and describe the types of language style and also social context in he Late-Late Show with James Corden. This study used theory of Joos (1967)  to analyze the type of language style and the theory from Holmes (2013) to analyze the social context. This study used descriptive qualitative approach, and for processing the data using the theory from Miles & Huberman (1994). The result of this study that the researcher found are 114 data. Then, there are 12  or 11% of the data which is categories as formal style. There are 14 or 12% of the  data  which is categories  as consultative style. There are 88 or 77% of the data which is categories as casual style. So, the dominant type used in The Late-Late Show with James Corden is casual style. The use of language style influenced by social context those are participant in the interaction, setting or social context of interaction, topic of interaction and function of interaction.

Evaluating M-Learning Activities Using SAMR Model and Students' Writing SkillsThis study examines (i) the use of mobile technology (Padlet, Animoto, and Sway) in teaching English to non-English department students by evaluating the M-learning activities using the SAMR model and (ii) students’ writing competence using the CEFR model. The subjects of this study were 152 second-semester students of the primary education department. In this qualitative descriptive research, data were collected through questionnaires, observation, and documentation. The results show that: (i) Padlet is categorized to substitution, augmentation, and modification classification, while Animoto and Sway are categorized to substitution classification; and (ii) the percentages for students’ writing ability levels were 60.52% for basic user A1, 31.57% for basic user A2, and 7.89% for independent user B1 after they joined the class using various applications. Keywords: SAMR model, Padlet, Animoto, Sway, writing skill, CEFR

This article aims to discuss about the used of internet-based activities in teaching listening skill. Internet technology is widely spead through all over the world. Many people used internet as their sources in gaining more information. Moreover for the teachers or lecturers of English Language Teaching class, they are using internet technology as their sources or media in teaching and learning process. Hopefully, this article can give contribution to the teacher and lecturer in teaching listening skill.