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This study aimed to evaluate the quality of research-based activities reported by English as a Foreign Language (EFL) teachers on the Guru Berbagi Platform, using the Six-Trait writing method developed by Spandel and Stiggins (1990). Employing a descriptive qualitative research methodology, four articles were scrutinized for this investigation. The analysis uncovered a range of methodologies applied by the teachers in their research activities, all targeted towards exploring language learning and teaching. Certain areas identified for improvement in writing quality were the need for more supporting evidence, improved word choices, inclusion of conclusive sections, varied sentence structures, and enhanced attention to writing conventions. This study underlined the importance of ongoing professional development for EFL teachers, especially in areas such as effective academic writing techniques and argumentation supported by solid evidence. However, this study had certain limitations such as a small sample size and potential subjective interpretation of the articles, attributed to the qualitative nature of the research. Future research is encouraged to encompass a larger, more diverse selection of articles and integrate a rubric-based evaluation to yield more objective and reproducible results. Participation in peer-review processes was also suggested for teachers to promote enhancement in their writing skills and overall content quality.

This research aims at Investigating the Language Learning Strategy Used by English Department Students at Madako University. The type of this research is qualitative research. The samples were 15 students at B class which were selected purposively. Its data were collected through questionnaire. The result showed that students used all the strategies including memory, cognitive, compensation, metacognitive, affective and social strategy. The most strategy used by the students were metacognitive strategy. And it showed, students used metacognitive strategy (20%), followed by the social strategy (18%), compensation strategy (16%), affective strategy (16%), cognitive strategy (15%), and memory strategy (15%). The result also showed the students were categorized as high language learning strategy users.

ABSTRACT The aims of this research are to find out that extent parents are involved in their children reading comprehension at home and to know the factors trigger the communication between parents and the English teacher toward the students reading comprehension. By using the qualitative research this study described the research finding using a triangulation technique to gather the data from the questionnaires, interview, and Focus Group Discussion (FGD) from 10 parents and one english teacher at SMA Negeri 1 Lampasio. The data analysis indicates two things. The first, parents role toward the students’ reading comprehension is Low. It was found by the result of questionnaire that showed there were 10%-20% parents involved in their child reading comprehension at home.  The second, the factors triggers the communication between parents and the English teacher were progress report that given by the English teacher to parents used an examination sheet and the same living place between parents and the English teacher. Keywords: Parent-Teacher Communication, Reading Comprehension