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This study intends to explore the leverage of technology devices and their impact on the digital natives’ experiences in enhancing EFL learning using Mobile-Assested Language Learning (MALL). Pointedly, (1) how digital natives’ attitudes toward technology influence their use of smartphones for EFL learning, and (2) the effectiveness of MALL activities in boosting English skills. Then, this research uses a narrative inquiry research design with in-depth interviews of six English teachers in various grades. By using thematic analysis revealed that digital natives enjoy the interactive nature of MALL activities and concern arose regarding their potential dependence on personal devices. The findings have been obtained to answer the questions that have been desired. (1) digital natives look to enjoy with MALL procedures; it narrates with digital natives’ interest and, (2) Mobile-Assisted Language Learning (MALL) offers digital natives particularly to access web-based learning and online learning courses. These provide audio-visual presentations that are helpful for digital natives to supercharge their English competencies with various activities. These findings ensure that Mobile-Assisted Language Learning (MALL) is a valuable potential tool in EFL classrooms, but careful attention to consideration for fostering responsible technology use in addressing potential distractions.

Differentiated Instruction is a way of learning where teachers make adjustments in content, process, product, and learning environment to improve students’ learning ability. This research aims to explore how English teachers implement Differentiated Instruction and build students’ confidence in speaking English. This research was a case study. The informants were two English teachers of Sekolah Menengah Pertama Negeri (SMPN) 4 Jember, 31 students of class VIID, and 31 students of class VIIF. The data were collected through observation, interviews, and questionnaires. The data were analyzed using data condensation, data display, and conclusion drawing/verification. The results showed that the English teachers had implemented all elements of Differentiated Instruction to build students’ confidence in speaking English. In the interview, the teachers stated that they used various methods such as presentation, discussion, question and answer, and games to make students confident in speaking English. The interview results were in line with the observation results where during the implementation of Differentiated Instruction, teachers had provided various activities to encourage students to be more confident in speaking English. Based on the questionnaire results, there was an increasement in students’ confidence in speaking English during the implementation of Differentiated Instruction. The finding showed that the confidence of students in classes VIID and VIIF to speak English increased by 6.23% for class VIID and 1.72% for class VIIF. From the results of the study, it can be concluded that Differentiated Instruction can increase students’ confidence in speaking English.

Integrated language skills that applied with ITC-based learning is very important to teach as it helps students to be familiar to communicate English in the real situations. Meanwhile learning videos are part of ITC that are highly effective and efficient to help students to understand learning materials as well. The new normal era after the pandemic seems engaging both teachers and students to use learning videos in blended learning class which consists of varied learning interactions. The blended learning gives both teachers and students more opportunities to apply advanced technologies, so they get ready in facing society 5.0 era. This research is a case study of mixed method design. It aims to find out qualitatively and quantitatively to what extent the use of teachersâ learning videos in blended learning empower studentsâ integrated language skills. By doing questionnaires, interviews and having observation on 32 participants-the 2 teachers and 30 students of MTs. Negeri 6 Cianjur at the eighth grade, the data were collected and analyzed. The findings revealed that positive respond to the use of teachers' learning videos in MTs. N 6 Cianjur reached 81%, the use of blended learning class was 80% and students' integrated learning skills empowerments was 79%. These values are then averaged to 80%. Thus quantitatively the extent of students' integrated language skills empowerment through the use of teachers' learning videos in blended learning class is feasible. While the results of qualitative data analysis obtained from semi-structured interviews show that the data obtained can expand and deepen the quantitative data. Keywords: blended learning; integrated language skills; learning videos; studentsâ empowerment.

This study aims to determine the language features used by male and female in social media, especially Instagram and Twitter. The data used in this study are based on ten characteristics of women's language features which presented by Robin Lakoff in her book entitled Language and Women's Place. This study also uses an additional theory about the characteristics of men’s language which is presented by Jennifer Coates as a supporter of the main theory. The data collected comes from Instagram and Twitter posts containing hashtag #SaveJohnnyDepp. The results showed that male and female users use the same language characteristics, but the frequency is slightly different. The difference lies in the focus of the topics discussed and the use of language features proposed by Lakoff and Coates. This study also found that the purpose of using #SaveJohnnyDepp on Instagram and Twitter both male and female users is to provide support and ask for the justice that Johnny Depp deserves.

This research presents the responds of the hearers as the effects of directive speech acts that are given by the characters in Jack the Giant Slyer (2013) movie. The research is aimed to analyze the categories of responds resulted from the addresses when they are asked to do something by using the theory about directive speech act by Leech (1983). The result of the analysis shows that the responds of the characters that are found in some categories are in the form of action responds, verbal responds, action and verbal responds and no responds. The most type of directive speech acts that is responded by the action is commanding, and the least of it is suggesting.