The present study investigated the effect of flipped classroom on learners' critical thinking skills of inference and explanationthe flipped classroom used lecturing video as homework and group discussion as classroom activities. The participants were 60 participants aged 19-20 years old. Using quasi-experimental research, this study measured the effect size with the dependent analysis of variance (ANOVA) from the pretest-posttest score on critical thinking skills. Through 10-week intensive meetings, the two groups were identified as intact and control groups and asked to do the procedure starting from the pretest to posttest. The study was able to confirm the effect of the flipped classroom for sharpening students' critical thinking. The intervention for the EFCG was effective to help them to explore their thoughts and develop their critical thinking.

Abstract-As an archipelagic state, teaching English in Indonesia is not easy to deal with. Its diverse sociocultural context causes the assumption that to teach English as a foreign language varies. This paper studies the pre-service students' perspective on how to teach future EFL learners in the Indonesian context. The participants of this study were 150 pre-service teachers aged 20-24 years old who had comprehended such TEFL concept in the 50-hour course. Using a micro-ethnography approach, this issue was investigated and observed for one year. It tried to understand the perception of pre-service teachers in terms of putting theories into practices. To portray this perception, this study used fieldwork, interview and questionnaire. The result showed that students had a similar perception, in which they included the Indonesian context in designing a lesson as well as acting out as classroom teachers. In the interaction process, they tried to engage students with Indonesian context rather than English context. Yet, it results into bad implication in which both pre-service teachers and their future students will not learn English in the proper context. As pre-service teachers, they should not teach in their comfort zone and start to learn to include English socio-cultural context when they teach English.

The issue, dealing with gamification to foster learners’ motivation and vocabulary in learning English, has been investigated recently. It is perceived that gamification will directly affect the teaching-learning process and determine the learning ambiance. This study aims to shed light on the extent of the employment of Jeopardy Classroom Instruction to foster EFL learners’ motivation to learn English vocabulary. The study deployed an action research method with three phases of pre-cycle, cycle 1, and cycle 2. Pre-cycle was to document the initial classroom condition before using Jeopardy Classroom Instruction, while cycle 1 and cycle 2 were for knowing the teaching-learning process situation during the use of Jeopardy Classroom Instruction. The participants were junior high school students. The data were collected through observation, closed-ended questionnaire, and students’ score. The results suggested that Jeopardy Classroom Instruction is an adjunct to aid students’ motivation to learn vocabulary. It helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence. Also, it mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self-sabotage that might hinder them from learning vocabulary. HIGHLIGHTS: Jeopardy Classroom Instruction helped students to acquire self-belief, learning focus, the value of learning, study management, planning and monitoring and persistence.  It mitigated some motivation guzzlers such as learning anxiety, low control, failure avoidance and self- sabotage that might hinder them from learning vocabulary.

The study aims to discuss the need analysis for understanding the EFL teachers and learners voices towards the integration technology to evaluate and assess their L2 pronunciation. This study was the preliminary study of the design-based research of the O'Speak version 1.0. The O'Speak version 1.0 is an android-based speaking test which has been developing for over six months. The O'Speak integrated the Feuerstein's Mediated Language Experience principles into the L2 testing. It is designed to respond to the local need of a speaking test which facilitates and helps teachers/lecturers to see the learners' speaking abilities in the EFL context. In this initial stage development of O'Speak, this study was investigated under descriptive qualitative with three instruments used: observation and closed-ended questionnaire. These data were then analyzed used SPSS 25. Drawing on a series of analyses, the study has a major finding. This study urges the development of a tool to assess EFL learners' pronunciation ability. The developed tool should be integrated technology. In this context, a tool is proposed to have significances in their learnings.

In the last two decades, women’s issues have been attracting public attention, particularly for those who see and study women from male world of construction. In the literature framework, the existing problems are not limited to the women’s involvement in the creation, criticism, and as readers only. However, the growth of the creation of female poets has opposed to men's superiority towards women. The role of gender and institution of marriage, which have been the symbol of hegemonic masculinity, has become a deconstruction and parody. The aim of this study is to dismantle the gender dictions in the Dorothea’s poem, which reflect the hegemonic masculinity. The object of this research is the poetry collections entitiled ‘Nikah Ilalang’ by Dorothea Rosa Herliany. Technique of data collection used was notetaking. In analyzing the data, Dorothea's poetries are studied by using heuristic and hermeneutic techniques. In using hermeneutic technique, this study used semiotic approach and potential/actual hypogram in order to find a proper model as matrix actualization.