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TEACHING ENGLISH WITH ICT AND DIFFERENTIATED INSTRUCTION
TEACHING ENGLISH WITH ICT AND DIFFERENTIATED INSTRUCTION

TEACHING ENGLISH WITH ICT AND DIFFERENTIATED INSTRUCTION

By Fahmi Al Fiqri , Yuliati , Sri Wahyuni , Amrina Rosyada , Anggih Restu Aryarta , Mailiza Zainiza , Fatima Putri Pasaribu
Teaching English with ICT and Differentiated Instruction is an academic guide designed to help English teachers effectively integrate Information and Communication Technology (ICT) and Differentiated Instruction (DI) into classroom practice. The book provides practical frameworks for lesson planning under Indonesia’s Emancipated Curriculum. It emphasizes how technology-enhanced and student-centered learning approaches can improve motivation, engagement, and learning outcomes in diverse English classrooms. Across five comprehensive chapters, the authors explore essential concepts of ICT and DI, their types, advantages, and challenges in English Language Teaching (ELT). The book offers detailed strategies for designing ICT-based lesson plans that cater to individual differences in students’ readiness, interests, and learning profiles. It introduces diagnostic assessments, flexible grouping, and alternative evaluation methods to ensure inclusive and equitable learning opportunities. Furthermore, the book presents hands-on applications through a Content Management System (CMS) using Google Sites, demonstrating how teachers can employ digital tools such as Mentimeter, Wordwall, and Google Classroom to create interactive and adaptive learning environments. Supported by recent empirical studies, it combines theory with classroom-based evidence to support innovative pedagogy. Ultimately, Teaching English with ICT and Differentiated Instruction serves as both a theoretical foundation and a practical reference for English educators, aiming to enhance teaching quality and prepare students for success in an increasingly digital and globalized world.
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TEACHING THROUGH EMI: Planning, Strategies, and Practices at Higher Education
TEACHING THROUGH EMI: Planning, Strategies, and Practices at Higher Education

TEACHING THROUGH EMI: Planning, Strategies, and Practices at Higher Education

By Dr. Sri Lestari, M.Pd , Prof. Dr. Issy Yuliasri, M.Pd , Prof. Sri Wuli Fitriati, M.Pd., Ph.D , Widhiyanto, M.Pd., Ph.D
Implementing EMI presents obstacles for institutions embarking on internationalization. To overcome these challenges and enhance quality, several strategies can be employed. Firstly, regarding course planning, content instructors may adapt the Rencana Pembelajaran Semester (RPS) or utilize templates from the Language Center. However, it is crucial to clearly define learning objectives (considering Higher Order Thinking Skills outcomes), activities, assessment methods, and grading criteria. Secondly, in terms of language usage, code-mixing during instruction occurs for various reasons, such as clarifying material, emphasizing specific terms, and engaging students. Content instructors may employ code-mixing to ensure student comprehension.
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TRANSFORMATIVE LEARNING AND LITERATURE IN WRITING: Theory, Pedagogy, and Practice
TRANSFORMATIVE LEARNING AND LITERATURE IN WRITING: Theory, Pedagogy, and Practice

TRANSFORMATIVE LEARNING AND LITERATURE IN WRITING: Theory, Pedagogy, and Practice

By Safnidar Siahaan , Isnaini Eddy Saputro , Lilik Yulianingsih , Muhammad Faizin , Juwita Boneka Sinaga , Mega Aulia Ardhi
Writing continues long after a book is completed. In classrooms, in professional spaces, and in personal reflection, writing remains a way of making sense of experience and engaging with change. This book has explored writing as a transformative practice, not as a fixed method, but as an ongoing process shaped by learners, teachers, and contexts. Throughout these chapters, writing has been presented as a space for reflection, dialogue, and reconsideration. Transformation, as discussed here, is often gradual and subtle. It may appear in a learner’s growing confidence, a shift in perspective, or a deeper willingness to question assumptions. Such changes are not always immediately visible, yet they form the foundation of meaningful learning.
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TRANSFORMING WRITING INSTRUCTION: Insights into Four Square Writing Technique Integrated with the PDCA Model
TRANSFORMING WRITING INSTRUCTION: Insights into Four Square Writing Technique Integrated with the PDCA Model

TRANSFORMING WRITING INSTRUCTION: Insights into Four Square Writing Technique Integrated with the PDCA Model

By Dewi Sartika , Prof. Sri Wuli Fitriati, M.Pd., Ph.D , Suwandi , Hendi Pratama
The monograph is designed to serve as a resource for educators, providing both theoretical insights and practical applications of the Four Square Writing Technique (FSWT) integrated with the PDCA (Plan, Do, Check, Act) model. By integrating this technique into writing instruction, teachers can empower students to structure their thoughts, develop cohesive texts, and cultivate confidence in their writing abilities. This monograph has been inspired by the diverse challenges and opportunities encountered in teaching writing to vocational students. It is the product of careful research, extensive practice, and a commitment to addressing the specific needs of these learners. The text also aims to contribute to the academic discourse on writing instruction and to support educators in fostering critical thinking and effective communication among their students.
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Warna-Warni Indonesiaku
Warna-Warni Indonesiaku
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Warna-Warni Indonesiaku

By Rosi Gasanti
Buku ini adalah dirancang untuk kebutuhan pengajaran Bahasa Indonesia bagi Penutur Asing. Topik yang disajikan dalam buku ini dikemas bersinggungan dengan keseharian pembaca, khususnya BIPA. Topik-topik yang disajikan diantaranya: huruf dan angka, sapaann, perkenalan, hari dan tanggal, keluarga, anggota tubuh, nama kendaraan, nama tempat, pekerjaan, Binatang, buah-buahan, sayuran, kegemaran, dan makanan Indonesia. Keseluruhannya disajikan dengan maksud merelevansikan kebutuhan penguasaan keterampilan dalam berbahasa, yakni membaca, menyimak, menulis, dan berbicara.
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WRITING OUR WORLD: Integrating Local Culture in EFL Classrooms
WRITING OUR WORLD: Integrating Local Culture in EFL Classrooms

WRITING OUR WORLD: Integrating Local Culture in EFL Classrooms

By Natalia Manuhutu , Rudi Hartono , Abdurrachman Faridi , Zulfa Sakhiyya
Writing Our World: Integrating Local Culture in EFL Classrooms is an innovative and timely contribution to the field of English language teaching in Indonesia. This book challenges the conventional dominance of culturally distant writing prompts, such as Western holidays, international travel, or foreign customs, which frequently distance students from their own lived experiences. It is based on the idea that students write best when they write about what they know and care about. The authors contend that students' cultural identities and successful writing training should not be separated.  The book makes a strong case for incorporating local cultural content—rituals, cuisine, festivals, proverbs, traditional crafts, and oral histories—into EFL writing assignments by drawing on years of research and teaching experience.  This method makes writing more relevant, interesting, and important rather than making the process easier.  This book is a pedagogical manual and a manifesto, full of student testimonials, real classroom anecdotes, and flexible task examples.  It challenges educators to reconsider teaching writing as a bridge across cultures rather than only as a language exercise.  Teachers will find ideas and practical advice for improving the human-centeredness, identity-affirmingness, and local grounding of English writing education, regardless of whether they are teaching in urban or rural areas.
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