The objectives of this research are to analyze the students’ perceptions of the use of Mobile Assisted Language Learning (MALL) in pronunciation learning and to analyze the problems faced by the students regarding the use of the MALL in pronunciation. Additionally, this research was conducted using a mixed method design. The data for this research were taken from 15 students in the English Education Study Program, at Tadulako University. In collecting the data for this research, the researcher used questionnaires and interviews with the students. The questionnaire was in the form of a statement and it included five degrees of answer options. The interview, on the other hand, was in the form of semi-structured and included 10 items. Then, after analyzing the data obtained, it was concluded that the general perception of the students is that the perception of the students on the use of MALL in pronunciation is positive as they perceive that MALL is effective and beneficial for their pronunciation learning. Further, the students explained that there is one major problem they face regarding the use of MALL in pronunciation that deals with internet connectivity. However, as can be inferred from the students’ explanation, there are three more problems that cause difficulties to students. They are the students’ phones performance; the possibility of the students being redirected; and the students’ familiarity with using mobile phones for learning.

Previous studies argued that summarizing techniques can improve students skill to comprehend a reading text, but those studies did not address what type of summarizing teachniques and how to apply them, in particular in Islamic schools context in which their studdents often study rich textual documents. Through the use of the experimental method, this study implemented Content-Based Summarizing Technique (CBST) in teaching English reading skill at two State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Palu, Central Sulawesi. After 12 weeks teaching, this study found that students who were taught by using CBST have significantly improved their reading skill to comprehend a reading text. Meanwhile, the non-CBST treatment students’ reading skill remain stable. This study concludes  that the use of CBST in English reading teaching can be used as a new alternative technique in English teaching. The limitation of this study is that the treatment might not be long enough and the sample small. Future research need to involve more sample and apply longer treatment period.  ABSTRAK Sejumlah penelitian sebelumnya menemukan bahwa teknik merangkum dapat meningkatkan keterampilan siswa untuk memahami teks bacaan, namun penelitian tersebut tidak membahas jenis pengajaran yang meringkas dan bagaimana menerapkannya, khususnya dalam konteks sekolah Islam seperti madrasah yang  para siswanya sering mempelajari berbagai teks bacaan. Dengan menggunakan metode eksperimen, penelitian ini menerapkan Content-Based Summarizing Technique (CBST) dalam pembelajaran keterampilan membaca dalam bahasa Inggris pada dua Madrasah Aliyah Negeri di Palu, Sulawesi Tengah. Setelah 12 minggu mengajar, penelitian ini menemukan bahwa siswa yang diajar dengan CBST mampu meningkatkan kemampuan membaca mereka secara signifikan dalam memahami teks bacaan dalam bahasa Inggris. Sementara itu, kemampuan membaca siswa yang tidak diajarkan dengan -CBST tetap tidak meningkat. Penelitian ini menyimpulkan bahwa penggunaan CBST dalam pengajaran membaca bahasa Inggris dapat digunakan sebagai teknik alternatif baru dalam pengajaran bahasa Inggris. Keterbatasan penelitian ini adalah lamanya penerapan CBST mungkin tidak cukup dan sampelnya kecil. Penelitian selanjutnya perlu melibatkan lebih banyak sampel dan  periode penerapan CBST perlu lebih lama.    How to Cite: Aratusa, Z. C. (2017). The Use  of Content-Based Summarizing Technique in Improving Students’ Reading Skills of Madrasah. IJEE (Indonesian Journal of English Education), 4(2), 208-220. doi:10.15408/ijee.v4i2.6153

This paper discusses to use of accent reduction software to improve English beginners' pronunciation. The majority of research in computer assisted learning highlighted the use of a computer application in English pronunciation teaching or training. However, most of the studies focus on improving English pronunciation at a university level, while studies to improve English beginners' pronunciation with a software aid is limited. In fact, the foundation of pronunciation skill should be taught earlier to provide better English pronunciation in the future. In this study, the author implemented an accent reduction software to improve the first year Junior High School English pronunciation in Palu, Central Sulawesi. The study used experiment method. A class with 30 English beginner students was administered pronunciation improvement using ELSA Speak software for 16 weeks with 90 minutes duration each meeting. The software was installed in the school desktop and notebook as well as in other mobile devices belong to students to allow independent practices. Meanwhile, a controlled class was taught as usual by an English teacher. A pre-test was given to both classes before the treatment was embarked and after the treatment was completed, a post test was again given to both classes. In addition, survey questionnaires were also distributed to all students after treatment sessions completed to understand their perception on the use of software in teaching pronunciation. Statistical calculation showed that pronunciation achievement of treatment class is significantly higher than control class. Survey results also show that students have higher satisfaction regarding motivation, imitation, flexibility and independence learning.

Website interactivity is increasingly essential for higher education institutions in maintaining their relationship with stakeholders. However, limited is known what the level interactivity of a university website is without comparing with other similar educational institutions. Through the use of website content analysis and benchmarking strategy, we evaluate 41 government university website for benchmarking purposes. Base on thirteen interactive criteria, we successfully benchmarked the government university websites and built a-five levels of websites interactivity with different features. Our study highlights that higher level interactivity of website contains more feature that support a two-way communication between university and consumers, while lower level of websites interactivity merely have basic features for communication. The findings suggest the highest level of websites interactivity, the more features they should have. More importantly, the findings suggest web developer to design more interactive features in developing a higher level of website interactivity.

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