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The purpose of this study was to find the impact of project-based learning using vlogs in improving the vocabulary skills of Early Childhood Education (PAUD) students. Participants in this study were 60 students. Sampling was done randomly. The method used is a one-group experiment. This study provides treatment for group experiments using pre-test and post-test. The research instrument has been tested using content validity by three supervisors with doctoral degrees. The results of the study concluded that the approach or learning method with learning media based on the student's background and the situation of the online learning environment had a significant effect on improving student learning outcomes. The concept of project-based learning applied through vlog design in PAUD classes has had a major impact on increasing students' vocabulary. The results of the study also have implications for teachers' understanding in solving problems through joint or individual projects that direct students to use their learning experiences and seek information to produce good vlogs.

Questions, as a sentence form that functions to elicit information, are important to examine both semantically and syntactically. Semantically, a single question form may have different functions in communication which may create problems if the question is not appropriately used. Syntactically, problems can arise in forming questions, not only for a second language learner but also for a child learning its first language. The development of learner's questions can be identified from the types of errors made in forming questions,. This study investigated the development of questions by Indonesian adult learners English as a foreign language (EFL). The linguistic problems they faced and their relation to teachers' responses and teaching strategies in the classroom were examined. This study was a process-product research study: the 'process' of interaction between learners and their classroom -environment was observed, and the 'product' of the utterances that the learners actually produced was analysed. This allowed the identification of the conditions that enable learners to acquire language and the stages of their question development. - Two groups of adult learners were observed. In each group, eight learners were randomly selected and their language development was observed over one semester. Data from classroom interaction were collected by a multi-person multi-method procedure, that is by gaining information of the process of classroom interaction from both teachers and learners, and observing, audio recording, interviewing, and administering questionnaires. A cross-sectional study and a longitudinal study were undertaken by observing the process of learning of the 16 learners and assessing both their oral and written question forms to ascertain their question formation development. By analysing the quantitative data from the questionnaires, and the qualitative data from the interviews and observations, it was found that teachers in Group 1 created more activities that enabled learners to speak freely in class. That is why more questions were asked by the learners of this group in classroom interaction compared to Group 2. It was also found that meaningful communicative activities in small group work and pair work encouraged learn~rs to ask and answer questions spontaneously in their own words, so that the process of language acquisition functioned well in these activities. From this investigation of the linguistic problems the learners faced in forming questions, it was found that most of the errors made by the learners were developmental errors. The dominant errors made were in fronting. Interlingual errors occurred in using question words, non-verb sentences, and yes-no questions in wh-question forms. The decrease in generating non-grammatical questions and the increase in producing grammatical questions indicated that the learners showed a developm_ental progress in their formation of questions in English. Some learners improved from stage 3 (fronting) of question development to stage 4 (Inversion in yes-no questions) and 5 (inversion in wh-questions), while two learners remained in stage 3 (fronting) of their question development. These findings suggest that meaningful communicative activities in English as a foreign language classroom interaction encourage learners to communicate in the language being learned without having pressure, for instance being afraid of making mistakes. The investigation of linguistic -problems revealed that errors in the higher stage of question development reflected the types of errors made in the previous stages. For further research, it is suggested that the nature of the relationship between teaching strategies used by teachers and the development of questions by EFL learners be more fully established by correlational or experimental studies. Similarly, it would be useful to study the relationship between teaching strategies and EFL learner development of English question forms by controlling age ranges of students studied and by replicating the study with beginner and advanced EFL l~arners as well as intermediate learners.

With the growing awareness of environmental protection and increasingly demanding customers, the integration of green practices into supply chain management has become an important issue for companies in different industry sectors. It is now essential for managers to review their strategies and improve the performance of their decision-making systems if they want to maintain their competitiveness. This paper proposes a green supplier selection and evaluation model for material building sector that takes into account both traditional and ecological characteristics. This hybrid model incorporates two well-known decisionmaking approaches, Fuzzy Analytic Hierarchical Process (Fuzzy AHP) and Fuzzy Technique for Order Preference by Similarity to Ideal Solution (Fuzzy TOPSIS). The selection criteria are determined on the basis of a detailed analysis of the existing literature and a series of interviews with the expert team members, taking into account the characteristics of the studied sector. These criteria are evaluated and weighted by the Fuzzy AHP method and subsequently, based on the Fuzzy AHP weights, Fuzzy TOPSIS is applied to rank the potential suppliers. In order to prove the efficiency and the applicability of the suggested approach a realworld case study is conducted to evaluate three green suppliers of a Moroccan ceramic tile company. And finally a sensitivity study is performed to assess the impact of criterion weights on the supplier ranking order.

The aims of this research are to find out the teachers’ knowledge of authentic assessment, how to arrange the instruments of authentic assessment, how to implement authentic assessment, the consideration of authentic assessment in deciding the final mark of the students, the problems faced by the teachers. The subjects of the research are 10 teachers and 56 students of grade VII and VIII of Junior High School A and B Padang. The data were collected through questionnaire, interview, and document analysis. The data were analyzed descriptively. The findings of the research are (1) the teachers’ knowledge about authentic assessment is good enough to implement authentic assessment based on the standard of authentic assessment; (2) teachers are able to arrange the instruments of authentic assessment, especially in speaking and writing, but because there were various kind of text to be assessed, teachers’ knowledge has to be increased; (3) the implementation of authentic assessment is not good enough in the process of learning, (4) teachers still need training and guidance book to implement authentic assessment in the learning process.