It aims to describe historical sequence that causes the conflict between Wahabi and Aswaja in Aceh, Indonesia. The result of the study showed that in Aceh’s historical records, the conflict of dissent has occured several times. In 2015, the conflict resulted on the qanun about Development and Protection of Aqidah that leads to the enforcement of Islam in Aceh based on the understanding of Aswaja. The conflict over this difference continuously cause criticism not only from the people of Aceh but also the people outside Aceh. This intolerence attitude is considered incompatible with democratic and Islamic values. Nevertheless, the harmony of life in diversity has happened in Aceh. The existence of santri (islamic boarding school students) and teachers who came from outside Aceh during the glory of Aceh until the inclusion of Hindu and Buddhist culture created the history of tolerance in religious diversity and harmony in Aceh. However, conflicts over differences often occur recently. Huntington illustrates the Clash of Civilization in his theory that the main conflicts faced by humanity are no longer ideological and economic problems, but cultural or civilizational differences. This theory illustrates that there will always be the potential for conflict in human life, especially in the beliefs that conflict with each other. From this theory it can be concluded that the conflict between Wahabi and Aswaja that occurred in Aceh is a conflict over cultural differences in civilization so it will be difficult to determine the most tolerant or the least tolerant between the two. The role of the government in this case is one way of resolving conflicts in which the government must conduct a discussion in resolving conflicts. The democratic process that occurs in it becomes important for the people with conflict even though in the end there will be a consensus.

The use of e-learning in language teaching becomes an important aspect of teaching. It can be seen from the massive use of technology (e.g. hand phone, internet, laptop, etc) during teaching and learning. The aim of this research is to investigate the facilities available to support the implementation of blended learning and to identify the students’ readiness in implementing blended learning as an approach in learning English. This research uses a descriptive and quantitative study. Descriptive study will be used to describe the facilities available and students’ readiness in implementing blended learning in learning English. Whereas the quantitative study will be used to measure the data gained from questionnaire contains some information related to the facilities available, including the use of internet and e-learning, as well as the students’ readiness in implementing blended learning in English. The researcher will spread out the questionnaire into 150 students of public schools at Yogyakarta who have ever use technology during their teaching and learning activity. The result showed that the availability of the facilities becomes an important aspect in supporting the implementation of this approach. Almost all students have their own laptop. Even though only half of students who subscribed the internet connection from Telecommunication Company, in fact, almost all students bought their own internet packaged and used WiFi as it is provided by their schools. In relation to their attitudes, the students wanted to decide their own time for learning, where they wanted to study and wanted the unlimited access to the teaching material. It means, they are concerning the time flexibility. They showed a positive attitude trough their interest in implementing blended learning approach in teaching and learning process.

The English language is important in this globalization era in which it becomes the most common means of communication. The ability to contribute to world communication would widen opportunities to gain and enrich knowledge, extend social life, interact with more people around the world, and give better career opportunities. However, despite having learned the language for years, many EFL learners are still unable to use the target language appropriately, especially in communication. It is caused by the lack of knowledge and courage to express their ideas in the target language. This study aimed at investigating EFL teachers’ perceived benefits and challenges in developing students’ speaking skills through the implementation of task-based language teaching (TBLT). The data were obtained by conducting an interview and disseminating a questionnaire. A total of eight English teachers from a school in North Sumatera were purposively chosen due to their experience in implementing TBLT in developing students’ speaking skills. Qualitative analysis of this study revealed that teachers perceived TBLT implementation positively. Moreover, students were encouraged to practice more and be more fluent since the provided tasks required them to actively participate and use the target language. However, the challenges occurred regarding the limited practice time, teachers’ creativity in designing the materials, and mixed ability of the students who come from a varied educational background and have different learning objectives.

This study is aimed at developing English teaching and learning materials using virtual field trips for hospitality and tourism students. The teaching and learning tool used in this study is WebQuest. In the 21st century, teachers and students began to use technology as a tool to support teaching and learning. Virtual field trips are appropriate activities in supporting the teaching and learning process of hospitality and tourism students. It is because hospitality and tourism students need more practice in learning English, but the curriculum is concise so they can’t practice outside the classroom. The material to be developed in this research is descriptive text. Students will be invited to visit several historic and touristic places virtually and describe those places. However, this study uses research and development (R&D) methods which have five stages including need analysis, material development, expert validation, and revision. Interviews, questionnaires, and observations are done to collect the data. A teacher and 34 of tenth-grade students of the hospitality and tourism department in one of vocational high school Yogyakarta, Indonesia participate in this study. The results of this study indicate that material development using virtual field trips through WebQuest is applicable, appropriate, and attractive enough to be used in teaching and learning. Hopefully, future researchers can develop other teaching and learning materials using WebQuest.