Maximizing students’ ability and potential in the teaching learning process will likely be the goal of a teacher. This will give the chance for the students to employ all the skills and knowledge they have obtained throughout the learning process. One-way for utilizing this idea is by implementing a particular method called digital storytelling. This paper tries to investigate the impact of integrating technology in students’ learning process - especially English - using existing technology. It also investigates what the students get from the implementation of digital storytelling in their learning. This employs a survey method to gather the information from students before the implementation of digital storytelling. It involves 15 students taking English for Specific Purposes at the Faculty of Information Technology, Satya Wacana Christian University Salatiga. It employs practical implementation of digital storytelling to answer the two objectives set previously. The students involved in the study reported that it was a good way of implementing all the skills they had learned during the class. They needed to employ their reading, speaking, and writing skills to carry out their project. They mentioned that it improved their productive skills in English and gave them opportunities to explore and try new applications in producing the intended video. This method is a simple way of integrating technology into classroom activity that can maximize students’ possible potential to develop. This also gives them a sense of enjoyment and satisfaction as they have their end product that they can refer to at any time

Life skills education services have quite complex problems. These include little awareness from government; poor accountability and capacity; reliance on government assistance; an unclear position as a judicial institution; low participation from the community; and low participation from the private sector. The establishment of a synergy model of governance in the service component is done through four stages PKH inter-components synergy: synergy at the stage of identification of service needs; synergy in the preparation stage of implementation of the service; synergy in the phase of the service; and synergy in the evaluation stage of the service. It is recommended that the municipal government takes initiative to establish an institutionalised governance inter-component synergy; provider agencies need to give greater space for the components of governance to work together constructively; and limited testing of the governance inter-component model synergy need to be conducted.

This study aims to examine the Bologna Process in the reform of European higher education over the past decade. The year 2010 saw the completion of the European Higher Education Area (EHEA) since the Bologna Process has been adopted, European higher education has expanded both quantitatively and qualitatively with full participation of European countries and the position of higher education in Europe elevated to a central position in the development and promotion of the competitiveness of European countries. While integration, quality assurance, lifelong learning and student mobility are considered to be its main achievements, the socioeconomic situation among the member countries hinders the Bologna Process from successful implementation. As a result, four questions in regards to the Bologna Process are asked. These are whether ‘soft-law governance’ is working, whether there is an ‘unchallenged consensus,’ whether a ‘brain-drain or brain circulation’ is occurring, and whether it is an example of ‘educational innovation.’ In conclusion, bottom-up governance and open coordination among various groups in higher education will create an agenda for a higher education motivating paradigm change toward student-based learning and education. As a result, the Bologna Process may be a ‘global teacher’ leading the change in higher education reform in European and non-European countries

The lack of media in teaching grammar to university students and the problems faced by students in learning grammar motivates the researcher to do research and development in developing the media. The media which is concerned with peripheral verb phrases (participial phrases, gerund phrases, and infinitive phrases) are designed by considering the importance of keeping both form (structures of peripheral verb phrases) and content (the context in the sentences). In this case, the researcher usesacounterbalanced approach as the base to develop the media into counterbalanced based multimedia on peripheral verb phrases. The aim of this study focuses on the way to design counterbalanced based multimedia (simulation, drill, and evaluation) on peripheral verb phrases in teaching grammar validly, practically, and effectively. By adapting the Borg and Gall model of development, the researcher analyzed the concepts of related theories and needs to create the media based on the counterbalanced approach. Expert appraisals are needed to validate the media. In developing it, the researcher tested the media in two sessions of field tests. They covered preliminary field test and main field test. The investigation of both tests showed that the media are valid, practical, and effective to use in teaching grammar. In the last step the researcher disseminated the products to the grammar lecturers to use the media in their teaching. However, a further level of discussion of grammar topics is required to further develop a greater variety of teaching materials. To sum up, the researcher demonstrated that counterbalanced based multimedia can be validly, practically, and effectively designed to teach grammar.

This study aims to describe the pedagogical content knowledge (PCK) and teaching performance of junior secondary language teachers based on the tests administered during the teacher certification program, and identify the correlation between both variables. It involved 124 junior secondary school teachers, consisting of 70 Indonesian language teachers and 54 English language teachers, from various schools in West Java Province, Indonesia. To organize research procedures, this study adopted a descriptive method used to describe the characteristics of teachers who participated in the teacher participation program, their current pedagogical content knowledge and teaching performance based on the test results. Findings show that PCK has a strong correlation with teaching performance. However, other factors such as employment status, academic qualification, and age have significant effects on the mastery of those two main variables. A further study should be conducted to gauge more sound findings.

This paper explores the APEC Edutainment Exchange Program (AEEP) as a model for international student exchange. This program has been conducted in the APEC region since 2007 to respond to the increasing international demand for youth exchange. The AEEP is based on PBL (project based learning)- oriented experiential learning, and includes multinational team activities with support systems formed by human and physical resources. Accordingly, this paper reviewed prior research on international student exchange programs and experiential learning, as well as the AEEP. While the AEEP cases reviewed here focus on the participants in the Asia-Pacific, this paper demonstrates the potential of this program to be applied to similar situations elsewhere.

This research was a Research and Development (R&D) project which aimed at developing digital storytelling based local wisdom through Blended Learning as an innovative media for teaching English at eighth grade students of SMP Negeri 1 Petang. The development model used in this research was adapted from the development of Luther’s model (in Sutopo, 2003). The data were collected by using documentation technique, interview, observation, and questionnaire. This research found that, (1) in developing digital storytelling based local wisdom through a Blended Learning method required a number of chronologically steps, namely: observation, need analysis, media prototype design, expert judgment, revision of the product, field testing, analyzing of data and finalizing the final product; (2) the total mean score of the questionnaire filled by the English teacher was 4.09, it indicated that the product was categorized as excellent, and (3) furthermore, the result of the questionnaire filled by the students was 3.76, this meant that the implementation of the product could be categorized as good. The results of this study were as expected and can help both the teachers and the students in the process of teaching and learning English, especially narrative text.

Learning a language is an interesting topic to be discussed between linguists. Its existence as a means of communication makes language play an important role in people’s lives. Universal grammar, cultural context and English as a global language are some of the topics that have been researched. Universal grammar (UG) is a principle of language applied in communication. Then, there is a tendency that language shares similarities with culture. It means that when people learn a language, inevitably they also learn about its culture. How a person expresses something to others is an example that shows language is interrelated with culture. The existence of a language also has a relationship to the power of ideology that a language has. How much power a language has will determine how many people use the language. As English is a very powerful language, English is spoken in many countries and there has been a need for people to communicate with other nations.

The purpose of this study was to examine English lecturers’ readiness toward internet use in English teaching and learning at selected universities in Jambi, Sumatra, Indonesia. A questionnaire was used as a research instrument to sixty-five participants who were recruited through a variety of networking sources, but forty-seven participants completed and returned the questionnaires. Data were analyzed by using descriptive statistics, Pearson Product Moment Correlation, and a t-test. The major findings indicated that the English lecturers’ readiness toward Internet use for teaching and learning was at an average level. This study also found that there was a significant positive correlation between the lecturers’ background of internet use and the level of lecturers’ readiness toward Internet use. There was a positive correlation between lecturers’ knowledge readiness and attitude readiness. However, there were significant differences in the level of readiness between English lecturers at public institutions and private institutions. The findings of this study shed light on policy makers and leaders’ understanding of English lecturers’ readiness toward internet use in English teaching and learning in Indonesian higher education. Policy implications and future research are also discussed.