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This study investigates the types of directive speech acts employed by English teachers in online classroom interaction with their students. In addition, the study details the frequency with which teachers in the third grade of SD IT Widya Cendekia use directive speech acts in the context of online learning and classroom interactions. As a descriptive research method, this analysis was designed. The information gleaned from the English class video recording through the Microsoft team application as a learning tool. According to Yule's theory of directive speech act, video recordings were used to capture data for analysis. The study employed Miles and Huberman (1994) qualitative approach to data analysis. According to the findings of this study of teachers' use of directive speech acts in online learning contexts, only 7 of 62 directive utterances were classified as commands, nine as requests, two as suggestions, two as invites, and one as a warning. Besides, the request kind of directive is employed by English teachers in online classroom interactions at a significantly higher frequency than any other form of directive speech acts.

Extensive Reading (ER) in Indonesia is in its infancy. Over the past 2-3 years a small band of ER enthusiasts led by the Indonesian Extensive Reading Association (IERA) and the Extensive Reading Foundation (ERF) have started promoting ER in the archipelago. In July 2018, IERA and the ERF conducted all-day ER workshops to over 1000 teachers in six locations. The post-workshop questionnaire reported here shows that these workshops were successful in getting most of the teachers to the "Introduction Stage" of ER acceptance. The talks were also helpful in changing the teachers' attitudes and beliefs about ER, as well as in helping the IERA staff to understand what challenges lie ahead for the promotion of ER. The questionnaire also revealed that after attending the workshops many teachers feel frustrated they cannot implement ER due to a lack of specific knowledge about how to set up and manage the ER program in their own situation, or due to institutional resistance, misunderstandings and inertia stemming from a satisfaction with the current paradigm. The questionnaire points to the need for a second folow-up series of workshops or other training, to deepen the participants' knowledge to give them enough support to move to the "Implemention Stage" of ER.

This study was conducted to help English teacher candidates maximize their efforts to develop critical thinking skills through an Extensive Reading (ER) program. There were forty research participants, from 18 to 21 years age range, in their fourth semester of undergraduate study in English Education Department. The main instrument to collect the data was a test in Critical Thinking, which was given before and after the program. The students were also asked to share their perception about the program after it ended by writing a reflection. During the ER program, the students practiced exercising their critical thinking skills in the post-ER activities which integrated all the four language skills. They needed to demonstrate their critical thinking as a required part of the assessment to provide evidence for their ER activities. Findings from the Critical Thinking test indicate improvement in the students' critical thinking skills after the program. They also had positive perceptions of the activities and assessment in the program, which they thought to have positive influence on their critical thinking. All these imply the potential of integrating the development of critical thinking skills in an ER program.

This research aims to look into the multicultural values represented in the Merdeka Curriculum textbook for Junior High School, "English in Mind." The research employed a qualitative method to acquire specific information regarding multicultural ideals and English textbook data. This content analysis study examined multicultural values using Barthes' four multicultural elements. The research revealed findings indicating that all aspects of multicultural values are included in this EFL textbook. Appreciating Other People's Perspectives is mainly covered in this textbook. The textbook only discusses the multicultural value component, which represents the duty of the world community. ELT specialists and English teachers worldwide have welcomed this new paradigm, which theorizes the integration of regional English variations and multicultural elements to improve intercultural communicative skills. The examined textbook expresses a multicultural viewpoint by accepting and valuing the world's varied customs. Regarding the result of this research, further research is undertaken to identify the approaches, strategies, and procedures for teaching multicultural values to students of varying ages. [ABSTRACT FROM AUTHOR]

This research aims to discover multicultural values using semiotic analysis in an English textbook. This research is qualitative methodology. The sample of this research is an English textbook under the title "Big English 5" used in a private primary school in Indonesia. The data were gathered by documentation of the signs in texts and pictures in that English textbook and were analyzed by using semiotic analysis used Barthes's theory (1977) by integrating various theories to get the multicultural values represented in the English textbook. The findings showed that the texts and pictures represent each multicultural value covered in Big English 5. In addition, the most frequent multicultural value was found about Appreciate Other People's Cultural Products (AOPCP) with eleven items. The other most frequent multicultural value was found about International Cultural (IC) with eleven items. The multicultural values represent in the English textbook in pictures and texts consist of the things, places, foods, and traditions. Unfortunately, the Source Culture (SC) related to Indonesian culture was found merely two items, even though young learners use that English book at a primary school in Indonesia. In conclusion, the English textbook of Big English 5 contained multicultural values which could support young learners' English language process. However, this English textbook needs to add the content of Indonesian culture as the user of that English textbook. Hence, it could acquaint the Indonesian culture through English learning for young learners earlier. Besides, the role of English teachers and students becomes necessary to utilize the English textbook appropriately by designing activities that entangle multicultural values and the use of the English language during the learning process. [ABSTRACT FROM AUTHOR]

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