This study aims at improving students’ comprehension on English vocabulary using computer and finding out the effectiveness, efficiency and the attractiveness of Computer Assisted Language Learning (CALL) in English learning. It was carried out at SMP Sunan Giri Gresik by using proactive action research method and intervention action model. The participants belonged to 3 different class groups. Thirty of them were from 7th grade (Amanah class) and thirty-two of them from (Hidayah class). The other 30 participants from (Inayah class). The data were collected and analyzed by using mixed method approach. Instruments used for collecting data in this study are questionnaires, documents, observation check list, interview, and achievement tests. The results showed that the treatments give affect positively for students especially treatment on cycle 2. It also can be seen by the students’ involvement actively during learning process. Computer assisted learning especially using software gave students chance to explore their English skill especially the vocabulary through interacting directly with computer by doing exercises given individually in pair or group. From the explanation above it can be concluded that English learning in junior high school can be improved with the help of computer assistance in this matter called Computer-Assisted Language Learning (CALL) mainly to improve English vocabulary. Keywords: Computer-assisted language learning (CALL), English vocabulary, Students’ comprehension

Vocabulary is one of English components which supports English skill. Teaching English vocabulary by using media has been interesting in research. This study tried to analyze the effect of CALL using drill and non-CALL using drill as media on teaching vocabulary to know whether it could increase students' vocabulary retention in Junior High School. Computer-Assisted Language Learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warshauer & Healay,1998) Studies show that the CALL trend has facilities students in their English language vocabulary with useful tools such as computer based activities and word processing. Students are able to produce higher quality essays in a student-centered nature and less-intimidating manner (Braine, 1997).In line with this research, it was used quantitative design. This study also purposes to find out to how the students' response towards using CALL. This study was investigated seventh grade students consist of 126 learn. There are A class consist of 30 persons, B class consist of 34 persons, C class consist of 32 persons and D class consist of 30 persons. English vocabulary with CALL using drill and non-CALL using drill. In conclusion, of students' response toward using CALL, the experimental group students are agree that CALL using drill is effective media for learning vocabulary retention, and have positive response rather than control group students. Therefore, teacher should be more creative to teach the students vocabulary skill because it can give the students impact for teaching and learning process.

To perform effectively, teachers must have a strong professional commitment. This quantitative and comparative study examines how gender and tenure can contribute to differences in professional commitment. Subjects who participated in this study amounted to 89 people consisting of 33 female teachers and 56 male teachers at Vocational High School in Surabaya and number of teachers who have tenure more than  10 years is 22 people, while 44 people with 1-2 tenure, 23 people with 3-10 tenure. Using SPSS 25.0 for Windows, two-way ANOVA revealed no statistically significant difference in professional commitment between male and female teachers (significance level 0.097 with p > 0.05). We also found that tenure had a statistically significant effect on professional commitment (significance level 0.013 with p < 0.05). This study shows that teachers with longer tenures exhibit greater levels of professional commitment.

This study was conducted to examine the use of vocabulary learning strategies (VLSs) by Music and Dance students as well as the impact of gender and grade levels on the use of learning strategies. A five Likert scale questionnaire, consisting of 36 items was classified under four strategy categories was administrated to 466 participants from the State University of Surabaya. There are male and female. The Statistical Package of Social Science (SPSS, version 20) was used to analyze the obtained data. The results of the descriptive statistics showed that The State university of Surabaya students were medium strategy users. The study also found that the cognitive strategies were the most popular strategies among the learners. Social strategies were found to be the least preferred strategies. The results of the t-test showed that in general, the scores of female learners regarding the use of VLSs were slightly higher than male learners. Moreover, Music learners were found to be more strategy users than Dance learners. The results of ANOVA revealed significant differences regarding the use of VLSs and grade levels. Keywords: Vocabulary learning strategies, Music/Dance learners

The purpose of this study was to see how English lecturers’ perceptions of the use of social media for English Language teaching. This study is limited to 4 aspects (Activities, Motivation, Enhancing students’ skills, and effectiveness). This research was conducted at the English Department at a university in Surabaya using social media for teaching English by lecturers. This study using a case study design and semi-structured interview, by organizing, interpreting, and representing the data. A total of 8 lecturers have participated to be interviewed to know about their perception on the use of social media for English Language Teaching. The results showed that the social media most primarily used by the English lecturers are WhatsApp and Email. The result of the interviews showed about the four aspects that had been determined. They are; 1). Activities when using social media in teaching English; discussion, communication, sharing subjects’ materials, collecting an assignment, giving assignments. 2). The use of Social media can increase students and lecturers’ motivation; improving learning motivation, active, creative, increasing self-confidence, and interesting. 3). The use of social media can enhance students’ English skills; enhancing speaking skill, writing skill, pronunciation, vocabulary. 4). The effectiveness of social media use in teaching English; easy to access, easy to understand, easy to use, easy to be practiced.