This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.

No abstract

No abstract

<strong>Abstract – </strong>The use of technology in education can be utilized in the assessment, namely in the form of e-assessment. E-assessment is an assessment with an online system (e-assessment). Can make assessment more efficient in terms of time, funding, and achievement of assessment objectives. This study adopted Thiagarajan's research with the stages of development and evaluate. The number of samples used was 168 students and 14 teachers from senior high school 10 in Batanghari and senior high school in 5 Batanghari. The findings of this study are the system description, this motivational e-assessment is made from MySQL software, because of the ease of installation and use and small hard drives and memory traces. And this application can be used simultaneously. Exploration results show that effective assessment using motivational e-assessment has a good category of 72.6% with a total of 122 students from 168 students. Then the response of teachers using motivational e-assessment is in a good category 50.0% with a total of 7 teachers from 14 teachers, which means the teacher's response to student motivation is very good in assessment or evaluation. This is that e-assessment is important to use because it can make it easier for teachers to make an assessment of themselves because it is in line with the Industrial Revolution 4.0.

Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. The other dominant values encapsulated in the textbooks include politeness and caring. We conclude that the textbook writers place greater emphasis on such values as helping others, being polite, and caring in the textbooks in as much as they may want to teach these values at an early age.