PANYONARA: Journal of English Education <p align="justify"><span style="color: #000000;"><strong><a href="/index.php/panyonara/manager/setup/" target="_self">Panyonara: Journal of English Education</a> <span style="color: #000000;"><a href="" target="_blank" rel="noopener">(E-ISSN: 2686-2328</a>,&nbsp;<a href="" target="_blank" rel="noopener">P-ISSN: 2714-8807)</a></span></strong>, is published by English Teaching and Learning Program, Tarbiyah Faculty, Institut Agama Islam Negeri Madura in collaboration with <a href="" target="_blank" rel="noopener"><strong>ELITE Association Indonesia</strong></a>, harnessed around ELT. It publishes manuscripts within the fields of teaching English as a second or foreign language, English language teaching and learning, and English language, literary, and fieldwork studies. The journal puts emphasis on aspects related to the field of Teaching English with special on any kind of problems found in the process of classroom teaching and learning of English, it could be dealing with the method, techniques, strategies, media, and technologies used by the teachers in their teaching-learning process.</span></p> <p align="justify"><span style="color: #000000;"><strong>Panyonara: Journal of English Education,&nbsp;</strong></span>is published periodically twice a year in March and September.</p> <p><span style="color: #000000;"><strong>Editor Office:</strong></span><br>Institut Agama Islam Negeri Madura<br>English Teaching and Learning Program, Tarbiyah Faculty<br>Jalan Raya Panglegur KM.4 Pamekasan, 69371</p> <p><strong>Contact Person:</strong><br>Lasmi Febrianingrum, M.Pd.<br><a href="">085831219003 (Whatsapp)</a><br><a href="" target="_blank" rel="noopener"></a></p> <p><span style="color: #000000;"><strong>Email:</strong></span></p> Institut Agama Islam Negeri Madura en-US PANYONARA: Journal of English Education 2714-8807 <p>The journal uses an Open Access policy under a <a href=""><strong>Creative Commons Attribution-NonCommercial 4.0 International License</strong></a>. Authors who publish with this journal agree to the following terms:</p><ol><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.</li></ol> The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang <p align="justify"><em>Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.</em></p> Dalilan Eka Sartika Deyana Indah Lestari Copyright (c) 2021 Dalilan, Eka Sartika, Deyana Indah Lestari 2021-03-29 2021-03-29 3 1 1 18 10.19105/panyonara.v3i1.4319 The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region <p align="justify"><em>Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills</em></p> Tahani R. K. Bsharat Fariza Behak Copyright (c) 2021 Tahani R. K. Bsharat; Fariza Behak 2021-03-24 2021-03-24 3 1 19 34 10.19105/panyonara.v3i1.4170 The Crucial of Students’ Self-Actualization in Teacher Talk Framework to Increase the Students Speaking Skill <p align="justify"><em>Every teacher should have an appropriate teaching method, including speaking. One of the indispensable parts of foreign language teaching, especially in speaking skills, is teacher talk.&nbsp; Students need teacher talk that is elaborated with the entire self-actualization in increasing their speaking skill. The research was intended to know how the teacher talk's theoretical framework used by the teacher to increase students self-actualization in speaking performance. This research was descriptive qualitative research because it described teacher talk between the teacher and students in the classroom. The data collection instruments were observation and interview. This research showed that students are more active in expressing their ideas, and the classroom was more harmonious. Some of them also were more confident to convey information to the teacher without asked. It can be concluded that teacher talk is essential in increasing self-actualization to get better performance in speaking English.</em></p> Muflihatun Haqiqiyah Copyright (c) 2021 Muflihatun Haqiqiyah 2021-03-24 2021-03-24 3 1 35 48 10.19105/panyonara.v3i1.4077 Google Translate on Grab Application: Translation Study <p align="justify"><em>The Google Translate service is widely used in Indonesia because it is considered very helpful, including being used by the Grab application platform, which the public has increasingly used in recent years. This research focused on the study of translation used in conversations between drivers and consumers. There were indeed many kinds of research on translation, but not many have discussed the translation used on Grab platforms. This research aimed to describe some of the translation styles used and deemed necessary for Grab and Google Translate improvement. Researchers used a qualitative approach by presenting data in the form of descriptions and analysis. Several points were found to be improved in the process of translating sentences in the grab application, including omitting the translation into the target language, word by word translation, inconsistency in translating a term, the application was unable to detect abbreviations, so it was not translated, the interrogative sentence in the source language was translated into a statement sentence in the target language. This research had many limitations so that other researchers can develop it more widely in the future.</em></p> Niswatin Nurul Hidayati Copyright (c) 2021 Niswatin Nurul Hidayati 2021-03-30 2021-03-30 3 1 49 61 10.19105/panyonara.v3i1.4204 Students’ Perceptions Toward Quizizz as an Online Learning Media <p align="justify"><em>Indonesia adapted a new change in the education system since Pandemic COVID-19, especially for having online learning. The purpose of this study was to examine students' perceptions toward the use of Quizizz as an online learning media in English courses during the COVID-19 pandemic. The design of the study was descriptive qualitative. The subjects of the study were 89 Information Systems students of STMIK Jayanusa. The data was collected through a questionnaire on Google Forms and they were analyzed by using the Likert Scale. The study revealed that students responded to Quizizz use positively; they strongly agreed about the use of Quizizz in distance learning</em></p> Sari Rahmawati Copyright (c) 2021 Sari Rahmawati 2021-03-30 2021-03-30 3 1 62 70 10.19105/panyonara.v3i1.4282