The pandemic forced students to study from home, resulting in a lack of direct interaction with teachers. When students returned to school, teachers had to start guiding them from scratch using various teaching strategies. These strategies included discussion and self-monitoring. The purpose of the study was to find out the significant difference of self-monitoring strategies on the students' narrative text speaking ability. A quasi-experimental design was used, with the experimental group receiving the self-monitoring strategy and the control group using discussion strategy. The researchers conducted a study at SMPN 4 Magelang, Central Java. The result of the study showed that there was no significant difference between using self-monitoring strategies and using discussion strategies on students' narrative text speaking ability. However, the self-monitoring strategy had positive effects, such as increasing confidence and reducing fear of speaking in English. The researchers hope others will build on this study to evaluate speaking ability in different academic fields.

This study seeks to determine the positive impact of PBA, which synchronizes student achievement in the learning process with final grades. Performance-Based Assessment (PBA) is a pedagogical strategy used to achieve student targets in the following learning objectives, especially in Academic Writing courses that aim to make students competent novice writers. The Performance-Based Assessment teaching style allows students to write seminar-ready draft proposals at the end of the Academic Writing course. It was decided to adopt a single case study research design to get more thorough data about the respondents. This study used Performance-Based Assessment (PBA) in academic writing classes. This study shows that Performance-Based Assessment improves student learning, notably in Academic Writing, proving that PBA is a good teaching method.

Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies is designing the instructional objectives, and the teacher community can support their development. This study explores the role of the teacher's community in developing teachers' professional competence in designing the instructional objective in the EFL context. This study uses qualitative methods with questionnaires and interview instruments to collect the data. Two teachers contribute to this study. They come from senior high school teachers. One teacher teaches in a public school, and the other teaches in a private one. The result showed that three types of teachers' communities play a role in respondents' development in teachers' professional competence in designing instructional learning objectives. Besides, they can design the learning objectives; further researchers may conduct follow-up research with a broader subject, complete literature, and more relevant methods to draw generalizations.

This research investigates the grammatical construction and common logical problems in argumentative essays produced by Master of English Education students at UIN Syarif Hidayatullah Jakarta. This study utilized a qualitative research framework and content analysis as the design. The data collection involves a detailed syntactical analysis, facilitated by Shang’s syntax tree generator, with the researcher actively engaged in the evaluation and categorization of grammatical and logical elements. The main arguments are identified, and connections to the overarching thesis are established. Systematic coding is applied to categorize findings, encompassing sentence structure, evidence usage, tone, logical connectives, cohesions, counterarguments, and identification of logical fallacies. Findings reveal notable technical errors in sentence construction, especially in constructing complex sentences. Moreover, difficulties in understanding the appropriate genre in argumentative writing and logical errors in expressing opinions and drawing conclusions are identified. This study discovered that students encounter difficulties in maintaining a coherent and logically sound progression of ideas throughout their essays.

Cooperative Learning (CL) develops many essential elements, including positive interdependence, individual accountability, social skills, group processing and face-to-face interaction among students in their respective groups. In connection with this question, this study aims to describe the appearance of five essential elements in Online-Cooperative-Learning (OCL). This research is a quantitative descriptive study, where a Likert scale questionnaire investigates the occurrence of the five basic elements of OCL among 109 samples of nursing students who have participated in OCL in English for Specific Purposes (ESP). This study employs univariate analysis, describing the percentage occurrence of these five OCL elements. The univariate analysis results show that these five essential elements of CL significantly appeared in online learning. Positive interdependence in OCL groups appeared at 83%, interpersonal competence successfully emerged in OCL at 85%, individual accountability emerged at 83%, and OCL group processing appeared at 84%, shaping students to adapt to "critical" conditions. Meanwhile, face-to-face promotive interaction at 76% formed positive strong bonds within the group to overcome challenges that arose during online learning. These findings indicate that OCL can provide access to building the five basic elements of CL, making OCL highly relevant for use in ESP learning for nursing students.

Public speaking anxiety (PSA) is a problem that often occurs in the language learning process therefore this study was conducted to find the strategies students use to overcome the public speaking anxiety they experience using the theory developed by Kondo and Ying Ling (2004). This study used a quantitative method with a descriptive approach. The participants of this research were 40 students of the English education study program of FKIP at Universitas Tanjungpura. The results showed that relaxation strategy is the most chosen strategy by students as the strategy they use to overcome their public speaking anxiety with the percentage 83.2%, followed by the preparation strategy as the second strategy with the percentage 80.1%, then third is peer seeking strategy chosen by 80% students and the last is the positive thinking strategy as much as 78.2%. The limitations of this study are as follows: it does not provide data on students' levels of anxiety, lacks diversity in the tools used, focuses solely on students who have completed the course, and does not explore strategies beyond those suggested in the questionnaire.

Speaking is an essential part of mastering any language, including English. However, teaching speaking often poses various difficulties and obstacles for teachers. This research aimed to investigate the difficulties English teachers face when teaching speaking skills in the classroom. The study utilized a qualitative case study approach, collecting data through semi-structured interviews and questionnaires with eight teacher participants who all taught the same grade level at different schools. The findings revealed five major difficulties: 1) teachers' lack of vocabulary; 2) students' lack of motivation and student anxiety; 3) insufficient school facilities and equipment; 4) curriculum used. This shows that problems arise from multiple factors, not just one, and solutions are needed to minimize these difficulties.

This study investigates the perspectives and incentives of elementary school educators interested in integrating ICT-based learning resources into their teaching methods. The study followed a quantitative approach using surveys, interviews, and observations to gather data, using questionnaires and interviews as data collection tools. The results indicate that most teachers exhibit a positive attitude towards employing ICT in their teaching, with quantitative analysis often categorizing elementary school educators according to their use of learning media. However, the implementation of ICT-based resources is not without its challenges. In conclusion, this study underscores the need for pedagogical adjustments, emphasizing educators' need to continually enhance their ICT knowledge and teaching strategies through training, whether offered by educational institutions or external organizations. This will enable teachers to adapt and refine their teaching methods effectively.

The landscape of translation tools has evolved significantly, with an increasing reliance on artificial intelligence (AI) systems for various tasks. This study investigated the changing preferences among college students, especially those majoring outside of English departments, regarding the translation of abstracts from international journal articles. Besides, the authors also compared the translation results of Google Translate, ChatGPT and Google Bard AI. This research used qualitative research. The research results showed that the students prefer using AI such as ChatGPT or Google Bard AI. Moreover, whether the users used Google Translate, ChatGPT or Google Bard AI, the translation results showed that they were included in SL emphasis category.

Writing academically and reading are parts of literacy that it is embedded in higher education. Therefore, it is important to assess how students’ ability can develop critical thinking regarding specific issues using hedging language. The purpose of this study was to evaluate students' critical thinking skills by looking at how effectively they hedgingly constructed their writings. Moreover, this study also explored the students' viewpoints about the use of hedging in their academic pursuits. This research employed a qualitative approach. The data was collected from students’ essays from the English Department in Surabaya and the results of a semi-structured interview with three students. Hyland (1998) identified eight categories of hedging, which were used in the text analysis. The study's findings demonstrate that students employed the majority of hedging strategies when writing their essays. However, the most used is modal auxiliaries, which focus more on the specific subject being taught and utilize a variety of tools to communicate their ideas. Moreover, it is found that different students provided varied reasons for employing hedging, such as reducing criticism, avoiding precision methods, or maintaining a particular writing style. Overall, the research underscores the multifaceted role of hedging in shaping both the content and perception of students' academic essays.