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The aims of this study are: (1) to identify the needs of grade 11 students of Automotive Engineering Study Program in learning reading and writing, and (2) to develop appropriate English reading and writing learning materials. This is research and development that employed Jolly and Bolitho’s model (1998) with some adaptation. The procedure of the development consists of conducting needs analysis, designing the syllabus, developing learning materials, expert judgment, conducting field testing, and materials evaluation. The subject of the research were 64 grade XI students of TKR (Light Vehicle Engineering) at VHS 1 of Purworejo. The instruments used to collect the qualitative and quantitative data are questionnaires, interview guide, and observation sheet. The quantitative data were analyzed using the descriptive statistics, while the qualitative data were analyzed using Miles, Huberman, and Saldana’s data model (2014), namely data condensation, data display, and data conclusion. The needs analysis data indicate that in learning reading, the students want to learn simple instructions and vocabulary items relevant to the automotive field. They also want to learn to write letters and create simple reports that are relevant to automotive field. Regarding the theoretical validation, the appropriateness of learning materials is categorized “very good” according to the expert with the mean score of 3.48 (in the interval 3.28 £ x £ 4). The appropriateness of the learning materials is categorized “very good” according to the students, with the score of 3.54 (in the interval 3.28 £ x £ 4). In general, the developed learning materials are appropriate for grade 11 students of the Automotive Engineering Study Program of VHS 1 of Purworejo.

This study was aimed at improving the speaking learning process to the students of grade VIII at SMPN 3 Cilacap through games in the academic year of 2013/2014. This classroom action research was carried out in two cycles. The cyclical design consisted of four main steps: (1) planning, (2) action, (3) observation, and (4) reflection. Various games with some supporting activities were implemented in this study. The data were gathered through observations, interview, rating, video/audio recording, and performance tests. The data were analyzed using the interactive qualitative data analysis and descriptive statistics. The findings show that games which are set up properly involved preliminary activities, game play and closure, together with some supporting activities are able to improve the speaking learning process. The implementation of games is effective to lessen the interference of the native language, lessen the students’ domination in the class, encourage the students’ initiation to speak English, give the students plenty of opportunities to speak as often as possible and encourage the students to focus on fluency rather than accuracy, encourage the students’ confidence, and increase the students’ involvement in the learning process. These improvements lead to the improvements of the students’ speaking skills. The students’ average score in performance test before implementing the actions is 63,39 while after implementing the actions is 81,64. It shows that it increases about 28,77%. It can be inferred that the students’ speaking skills improved after the implementation of the games.

This research aims to: (1) describe the effect of GIR as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The data were analyzed using: (1) the one sample t-test to investigate the effect of GIR; (2) the Helmert Contrast to investigate the difference in the effectiveness of GIR as well as the conventional technique; (3) the post-hoc test involving the Tukey to analyze which was more effective between GIR and conventional technique in students’ motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables; (2) GIR is more effective than the control group in improving all dependent variables, except GIR variation 1 in reading comprehension ability has equal effect with conventional technique; (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students’ motivation, vocabulary knowledge, and reading comprehension skills. Key words: GIR, extensive reading, motivation, vocabulary knowledge, reading comprehension ability

( Title : Adapting Learning Materials To Facilitate A Balanced Acquisition Of Language Skills, Values, And 21 st Century Skills ). English language teaching in the Indonesian schools aims to develop the students’ four language skills (listening, speaking, reading, and writing) in the target language and promote the acquisition of values and 21st century skills (critical thinking, creativity, collaboration, and communication). The learning materials published by the government and publishers available in the market generally focus on the development of the student’s language skills and values. Hence, the learning materials should be adapted before being used so that the learning materials do not only promote the acquisition of language skills and values, but also 21st century skills. There are a number of alternatives of that teachers can use in adapting the learning materials to promote the acquisition of 21st century skills. Some of the alternatives include adapting the task input, activity/procedure, setting, and learner role and adding tasks to units and units to the textbook. Keywords: learning material, language skill, values and 21 st century skill

This research aims to develop English learning materials for grade eight students at IOs International Education. This research adopted the material development procedure proposed by Graves (2000: 105) and Dick, Carey and Carey (2005:1). The data were collected by using observation sheets and questionnaires. The data were quantitative and qualitative data. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed qualitatively. The results of this study are four units of learning materials. Each unit consists of 18 to 20 tasks. Each unit is organized into six components namely introductory page, warm-up, main tasks (spoken cycle and written cycle), summary, evaluation, and glossary. The research results show that the developed course materials of English for grade eight obtained a score of 4.414 (very good). Then, the students’ try-out results obtained 4.47 (very good). These results show that the developed English course materials of English for eighth grade students in IONs International Yogyakarta are appropriate.

This study aimed to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely (a) how they conducted the EFL teaching and learning, (b) language learning strategies, and (c) perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

(Title: Role and Function of Self-Access Learning Center in UNY). This study aims to develop self-access reading materials for learning English independently. This research was conducted with the Research and Development model by following the steps: needs assessment, design and development, evaluation and revision, and a try out field. Data collected through questionnaires. There are three questionnaires used, namely for needs assessment, for expert judgment, and for field trials. Sample for needs assessment was taken by proportional quota sampling representing all faculties at UNY, while samples for the trial were taken purposively. The collected data was analyzed descriptively quantitatively. The results of the study showed that SAC UNY had not been widely known by students. Even after the introduction of online tutorials since 2015, the SAC is no longer visited by students. Thus the teaching materials developed should also be in the form of online. SAC socialization was also deemed necessary so that students were more familiar with the existence, function, and role of SAC in developing the English language skills of UNY students.Keyword: SAC, teaching materials, language skills, English

For teachers or curriculum developers, providing students with adequate reading sources is indispensable in order to achieve impact and to meet the students’ needs. Besides, it is important to supply students with passages which are contextualised with the students’ study background and passages which can stimulate students’ interest. However, there are still inadequate sources that can be accessed by students of the Indonesian language department who attend English class to find more information about Indonesia provided in English. This study aimed to develop supplementary English reading materials mainly containing information about Indonesia. To develop the materials, the researcher used ADDIE model comprising five steps: analysing, designing, developing, implementing, and evaluating. The data were collected through questionnaires, interviews, and observations and then were analysed by using descriptive statistics and interactive approach. The results show that the developed materials: 1) are appropriate to be used in classroom settings, 2) have fulfilled the needs of the students, 3) have exposed students to the diversity of Indonesia, and 4) have reinforced the students’ language and comprehension skills through the tasks provided in the materials.

This paper presents a critical review of research on the use of code-switching as an instructional strategy in the teaching and learning of foreign or second language in bilingual contexts. Necessitated by the emerging and existing body of negative criticisms about its interference with the target language acquisition, this library-based paper sets out to critically review the use of code-switching to fathom its support as a crucial teaching and learning tool for language instruction, particularly in English language teaching and learning environments. This paper takes a qualitative inquiry that draws arguments primarily from library documentation. It particularly draws inferences from various theoretical orientations and empirical evidence within the confines of second or foreign language acquisition underpinning the fundamental use of code-switching in foreign or second language classrooms. Specifically, the paper attempts to theoretically justify the utilization of code-switching particularly in relation to its rationales and functions and, most significantly, its pedagogical implications to the process of second or foreign language teaching and learning. It ends with some suggestions on how teachers should take advantage of its availability and consistently maximize its use in bilingual classrooms.

The objectives of this study are: (1) to identify the needs of grade X students of senior high school in learning English using interactive learning multimedia and (2) to develop reading and writing interactive learning multimedia for “ Bahasa Inggris” for grade X students of senior high school. This research and development study follows ADDIE design model proposed by Branch (2009). The steps were conducting needs analysis, syllabus writing, first product development, expert judgment, revision, try-out, and final product development. The data of needs analysis were obtained in two schools, they were SMA N 1 and 2 Temanggung while the try-out was only done in SMA N 1 Temanggung. The data were collected by using questionnaire and interview. The quantitative data were analyzed by using the descriptive statistics and the qualitative data were analyzed qualitatively. This study develops a three-chapter interactive learning multimedia for reading and writing which consists of five main menus, i.e. User Guide, Materials, Semester Review, About the Developer, and References . Each chapter has ten tasks organized into Warmer, Vocabulary Builder, Reading, Vocabulary Exercises, Text Structure, Grammar Review, Writing, and Reflection . The results of the try-out indicate that the interactive learning multimedia is good/appropriate as shown by the mean value ranging from 3.04 to 3.48. Keywords: senior high school, reading and writing, developing interactive learning multimedia. PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF UNTUK KETERAMPILAN MEMBACA DAN MENULIS DARI BUKU TEKS “BAHASA INGGRIS” KELAS X SEKOLAH MENENGAH ATAS ABSTRAK Penelitian ini bertujuan untuk: (1) mengidentifikasi kebutuhan belajar siswa kelas X SMA dalam belajar Bahasa Inggris menggunakan multimedia pembelajaran interaktif dan (2) mengembangkan multimedia pembelajaran interaktif untuk keterampilan membaca dan menulis dari buku teks “Bahasa Inggris” kelas X SMA. Penelitian dan pengembangan ini mengikuti model desain ADDIE oleh Branch (2009) yang dilaksanakan melalui beberapa tahap, yaitu analisis kebutuhan, penulisan silabus, pengembangan produk pertama, penilaian ahli, revisi, uji coba, dan pengembangan produk akhir. Pengambilan data untuk analisis kebutuhan dilakukan di dua sekolah, yaitu SMA N 1 dan 2 Temanggung sedangkan uji coba hanya dilaksanakan di SMA N 1 Temanggung. Pengambilan data dilakukan dengan menggunakan kuesioner dan interview. Data kuantitatif dianalisis dengan menggunakan statistik deskriptif dan data kualitatif dianalisis secara kualitatif. Penelitian ini mengembangkan multimedia pembelajaran interaktif yang terdiri dari 5 menu utama, yaitu User Guide, Materials, Semester Review, About the Developer, dan References. Terdapat 3 bab untuk materi dengan 10 task untuk masing-masing bab. Task-task tersebut dibagi dalam beberapa sub-bab: Warmer, Vocabulary Builder, Reading, Vocabulary Exercises, Text Structure, Grammar Review, Writing, dan Reflection. Hasil uji coba produk menunjukan bahwa multimedia pembelajaran interaktif baik/ tepat ditunjukkan dengan nilai rata-rata 3.04 hingga 3.48. Kata Kunci: sekolah menengah atas (SMA), keterampilan membaca dan menulis, pengembangan multimedia pembelajaran interaktif

Penelitian ini bertujuan untuk: (1) mengidentifikasi kebutuhan target dan belajarsiswa, (2) mengembangkan materi belajar berbicara bahasa Inggris yang tepat untuk siswakelas VII. Jenis penelitian ini adalah penelitian dan pengembanganyang mencakup tujuhlangkah kegiatan, yaitu: menganalisis kebutuhan, mengembangkan kisi-kisi pelajaran,mengembangkan draft pertama, meminta pendapat ahli, menguji coba materi, mengevaluasidan memperbaiki materi, dan menulis draft akhir. Subjeknya adalah siswa kelas VIIprogram SES SMPIT ABY. Data penelitian dikumpulkan melalui lembar angket danpetunjuk wawancara. Hasilnya menunjukkan bahwa: kebutuhan targetdan kebutuhan belajarsiswa ABY adalah materi belajar bahasa Inggris yang terkait dengan muatan ke-Islam-an.Kebutuhan belajar siswa terkait dengan tujuan, masukan, latar, prosedur, peran guru danperan murid. Empat unit telah dikembangkan berdasarkan kebutuhan target dan kebutuhanbelajar. Nilai rata-rata setiap komponen Task untuk semua unit berada di antara 2,52< OE ≤3,27 dan 3,28 < OE ≤ 4,03. Hal ini menandakan bahwa materi yang dikembangkan sudahtepat untuk siswa kelas VII program SES di SMPIT ABY.Kata Kunci: materi belajar berbicara bahasa Inggris, Program Saturday English School (SES)