This descriptive research investigated the level of English writing anxiety experienced by Indonesian EFL students. The respondents were 38 undergraduate students of English Literature program of a university in Semarang Central Java, Indonesia taking Essay Writing course which adopted portfolios as the assessment method. Data were collected by two closed questionnaires; the one was for collecting data of English writing anxiety and the second was for collecting data of writing problems faced by students which may trigger the anxiety arousal. The results show that the students experienced a high level of English writing anxiety and cognitive anxiety was the students suffered most. Gender doesn't affect the level of anxiety experienced by the students; neither does the perception of writing difficulties. Grammar problem becomes the most mentioned-cause of anxiety followed by vocabulary problem and insufficient writing practice. To reduce the anxiety, therefore, it is recommended that writing teachers sufficiently address the issue of grammar and vocabulary as well as provides students with a lot of more writing practices.

This study was aimed at finding out 1) how learners in a specific teaching-learning context namely process-based academic essay writing perceived the importance of corrective feedbacks (CF); 2) what CF was expected the most; 3) in what way learners preferred to have their CF  provided; and 4) how learners perceived the importance of grammar teaching. It was conducted at English Literature Department of a university in Central Java Indonesia. Forty two students who were taking Essay Writing course served as the subjects for the study. The course itself was delivered in a process-based writing in which content development and rhetoric were given more emphasis than grammar accuracy was. Data for the study were collected by questionnaire and a semi-structured interview with 5 guided questions. The findings suggest that learners still considered CFs as highly important and useful for their writing improvement. Learners expected to have comprehensive CFs of grammar, vocabulary, spelling, organization and punctuation, and CF on grammar was the most preferred one. In terms of CF provision technique, underlying and making notes were the most preferred techniques. Finally, this study concludes that the shift of approach from a product-based to a process-based did not significantly change learners’ focus from forms to content.

This study is aimed at finding out the relationship between self-efficacy and the duration of students' final project writing�commonly reffered as skripsi-completion. It was a correlational study involving 33 students of English Education and English Literature departments of the College of Languages and Communication Science of Sultan Agung Islamic University (UNISSULA) Semarang who were taken purposively as samples for the study. Data were collected by questionnaire of self-efficacy and a respondent-fill-form to collect �data on the duration the final project completion. The result of the analysis showed that students� self-efficacy and the duration of their final project writing completion was correlated positively at 0.994. This implies that students with high self-efficacy would likely complete the final project earlier than those with lower self-efficacy.

The purpose of this research was to find out whether the use of Chinese whisper game was effective to enhancein enhancing vocabulary mastery of young learners of the fifth graders of MI Nurul Huda Sidokumpul. The method of this research was quasi-experimental design because the researcher did not randomize on the sample. The sample of this research consisted of 25 students of class VA as the experimental group and 22 students of class VB as the control group. The researcher used pre-test and post-test for the control group and experimental group to collect the data. The researcher used SPSS v.16.0 software program to analyze the data. The researcher used three steps in this research. They were: pre-test, treatment, and post-test. The result of the pretest and post-test of the experimental group were 58.76 and 91.84, while the result of the pre-test and post-test of the control group were 60.36 and 70. 27. The result of the analysis showed that sig (2-tailed) was 0.000 (or <0.05. It means that there was a significant difference between the two means of post-test. It was concluded that H0 was rejected and H1 was accepted. Therefore, using the Chinese Whisper Game was effective to enhance the vocabulary mastery of young learners.�

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc.  It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.

This study investigated English Education student teachers� voices about teaching internship programs to develop their pedagogical competence. The study involved 29 English student teachers of an English Education study program who were selected purposively after they completed their internship programs. A mixed-method research design was adopted, and data were collected by a questionnaire and interviews. The finding suggests that the internship program helped them develop their pedagogical competence. The mean score of the questionnaire to measure their perception of the benefit of the internship program was 64.21, which belongs to the high category.� Eighteen (18) respondents (62.07%) perceived that the program highly developed their pedagogical competence and the rest (37.93) perceived it moderately did. No respondent perceived that it had a low effect on the development of their pedagogical competence.� The qualitative data also suggest that the student teachers could positively benefit from the internship program in terms of their improved understanding of students� strengths and weaknesses, their understanding of curriculum and syllabus, teaching media, and teaching strategy to improve the learning process. With all the positive effects, a teaching internship program can be a tangible facility to improve pedagogical competence.

The condition of the country that is being hit by the COVID-19, requires the Government to set several policies, one of which is learning at home so that all activities related to the Learning Process are carried out from home. Likewise, activities related to enhancing teacher competence and professionalism are also followed from home, such as Massive and Open Online Education and Training. It is organized by the Center for the Development and Empowerment of Teachers and Natural Science Education Personnel of the Ministry of Education and Culture is an online education and training for teachers of science subjects at the elementary school, junior high school, senior high school and vocational school levels. Massive and Open Online Education and Training is an innovation in implementing education and training with an online model for science subject teachers who want to improve their professionalism. This training encourages teachers to continue to improve their competence, professionalism and innovate in accordance with the demands of current advances in science and technology. it provides opportunities for science teachers to advance and exploit the new abilities they are learning.

COVID-19 pandemic has changed the lives of the global society. Education is among the sectors which are seriously affected. To contain the fast-spreading of COVID-19 and to protect students and teachers from being infected, temporarily schools were closed. Teaching and learning were conducted online from home. This new teaching and learning paradigm has brought a lot of challenges to teachers who were not familiar yet with the nature of online learning. To assist English teachers, a Team of Community Service from the Department of English Education Universitas Islam Sultan Agung (UNISSULA) organized a training to help them design online learning materials using the iSpring application. The training was attended by English teachers of Madrasah Aliyyah (MA) in Demak Regency as the members of the English Teachers Association popularly known as MGMP. The training covered presentation and workshops conducted offline at MA Negeri Demak under a strict implementation of health protocols. Offline training was followed by home assignments and online consultations between the teachers and the Team from the university. The training ran well and was very useful for the teachers to improve their ability in designing online learning materials.