Pesantren (Islamic Boarding School) transform from religious school to a part of educational system in Indonesia. They do not only teach religion but also encourage santri (students) to take part of world progress. Therefore, pesantren teach students to acquire English and Arabic, both world languages. Furthermore, this study will investigate how pesantren complement technology on language teaching and learning. Qualitative research approach was applied to answer the research question. This study was conducted in Pesantren IMMIM Makassar City, South Sulawesi, Indonesia. Observation and depth interview were applied to collect data. Some document analysis was employed to clarify the interview and observation data. This result indicated that it is a meaningful activity during classes. When teacher tried to teach and the same time students learn. A model of teaching and learning that pesantren practiced bring students to enhanced their activity. As the language a tools to learn, it facilitates other subjects. In addition, students boost their knowledge and surf the globe opportunity. Finally, it proves that pesantren has two sides, first as a source of learning to shape young people to reach the world. Secondly, technology as part of teaching and learning took an important role in developing a better understanding on students’ achievement process

Incorporating games into learning a foreign language is an effective strategy that can lower students stress and improve their learning. Thus, this study tried to examine the impacts of Kahoot as a game-based learning tool on Iranian EFL learners vocabulary recall and retention. To this end, 50 Iranian intermediate learners were chosen for the participants of the study. After that, the participants were randomly assigned to two equal groups, one experimental and one control. Then, the participants English vocabulary knowledge was measured by administering a vocabulary pretest. After pretesting process, the participants in both groups received the treatment in two different ways. In the EG, the new vocabulary items were taught using the Kahoot game, while in the CG, the new ones were taught using traditional instruction. After finishing the treatment course, which lasted ten sessions, the two groups took the immediate vocabulary posttest. After three weeks, a delayed vocabulary posttest was administered to both groups to determine the effects of Kahoot on their vocabulary retention. The results of paired samples and independent samples t-tests depicted that there were significant differences between the immediate and delayed posttests of the EG and the CG in favor of the EG. The implications of this study can tell the teachers that teaching through game-based learning tools may produce better results than teaching through traditional methods. Also, the implications of this study can encourage students to practice and learn English even outside of the class context.

Pesantren (Islamic boarding school) has a long history on the development of national education system in Indonesia. This initiative is expanded through Indonesia, include to the muslim minority area. Therefore, this paper will explore how pesantren engage on their activity in teaching and learning of foreign language. Those foreign languages are Arabic and English. This study will focus only on Arabic as a main source of Islamic understanding. Research was accomplished in Pesantren Nurul Yaqin, West Papua, Indonesia. Qualitative approach was employed during study cycles. In-depth interview and non-participant observation were conducted to collect data. Data collection was performed from February to May. Research findings show that pesantren preserve traditional Arabic teaching and learning processes. They still carry out badongan (individual) and sorogan (classical). In addition to these performs they proceed other strategies and method to enhance students’ language skill. There are seventeen practices that pesantren conducted. Those programs were linkage through 24hours living environment line up. Finally, techniques and activities were implemented to extend students’ language achievement

Regarding the popularity of TED Talks which are freely accessible online, we were encouraged to examine the impacts of this online resource on Indonesian EFL learners’ listening skills. The Oxford Quick Placement Test (OQPT) was used to recruit 70 Indonesian intermediate respondents for the research. They were then split into two groups: one experimental group (EG) and one control group (CG). After that, a listening test was administered to both groups. After that, the EG participants watched TED Talks via mobile devices, and the CG participants practiced listening skills via DVDs and CDs of the course textbook for 13 sessions. When the treatment ended, a posttest of listening skills was administered to the participants of both groups, and the collected data were analyzed via running paired samples and independent samples -tests. The results indicated that both groups had better listening performances in their listening posttests, but the EG outperformed the CG after the treatment. Overall, the results showed that using TED Talks was more advantageous for listening development than using DVDs and CDs of the course textbook. The implications of this study can encourage EFL teachers to integrate TED Talks into their English classes.

This study aims to determine the effect of the application of the Search, Solve, Create, and Share (SSCS) learning model to the mathematical reflective thinking skills and the students' mathematical problem-solving abilities. This research is a type of Quasi-Experimental Design research with a 2x2 factorial research design. Data collection techniques in this study in the form of documentation and tests at Private school in Bandar Lampung with 28 students of experiment classes and 28 students of control classes. Data analysis techniques used are the normality test and homogeneity test. Testing the hypothesis in this study using the Multivariate Analysis of Variance (MANOVA) test. Based on the results of the study, The calculation of the MANOVA test, it was concluded that there was an influence on the application of the SSCS learning model to students' mathematical reflective thinking skills. The application of the SSCS learning model to the mathematical reflective thinking ability has an influence percentage of 91.9%. The application of the SSCS learning model to mathematical reflective thinking skills and mathematical problem solving abilities has a relatively high level of effectiveness.