Students were often confused and forced into silence when they communicate in English. This condition became a problem during the teaching-learning process and may eventually lead to poor communicative competence. Inductive teaching method, which employs authentic materials can be a solution to address the aforementioned condition. The objective of this study is finding out the effects of implementing inductive teaching method. using authentic materials, to the students’ communicative competence. Participants were 61 fourth semester students (22 males and 39 females). enrolled in a three-year diploma program in Travel and Tourism Business Study Program, State Polytechnic of Bali.  Data are collected through classroom action-based research procedures. By conducting a quasi-experimental design, the collected data were analyzed by paired t-tests and mixed design ANCOVA. The study reveals the English communicative competence of the students significantly increased, shown by the mean score on the post-test, namely 63.05 in the control group and 84.43 in the experimental group [t = -23.485, p=.000] at the level of p<.05. In addition, their learning motivation and interest also increased as it is shown by the result of the questionnaires. Limitations and suggestions for successful applied action-integrated instruction and implications for future research are provided.

The concept of Merdeka Belajar and Kampus Merdeka has been attracting much attention of language lecturers and researchers in higher education institution. The program of Ministry of Education and Culture Republic of Indonesia contributes to some questions on how the English learning should be designed and undertaken. This article would like to address how the teaching of English for vocational purposes (EVP) in polytechnic vocational institution. Specifically, it was in an attempt to develop of EVP teaching model. In this study the focus was given to the development of model, including developing material, leaning syntax and assessment tool. Material development included that of module used to facilitate the learning of EVP at vocational university. The result of the development pursuant to in the-class short experiment involving students successfully contributed that the development of visible, compatible and applicable vocational education materials consists of Snapshot, Project Preparation, Gathering Information, building up a Dialog, Making Dialog Using the Given Card, and Role Play. The lesson plan or learning syntax contained four main stages, such as preparation, realization, presentation and evaluation. And the assessment tool comprised of card and scoring rubric. Stages of learning include 'inventorying expressions or sentence structures', 'building a dialog', 'performing dialog', and 'giving feedback'. This was a stage where concept of learning language based on project activity was merely explained. It was emphasized in order for the students to really comprehend how the approach works, what processes were required to pass, and what purpose was lied behind it. The activity aimed at connecting students' (prior) knowledge with context. In addition, students were trained to finally build up a new concept using their prior knowledge.

Students were often confused and forced into silence when they communicate in English. This condition became a problem during the teaching-learning process and may eventually lead to poor speaking ability. Modified-Conventional method, which imbedded to the student center learning (SCL) in a collaborative learning can be a solution to address the aforementioned condition. The reason for the hypothesis above is the presence of the underlying principles of such the innovative teaching that can foster students' motivation, both intrinsically and extrinsically, towards the foreign language learning. The objective of this study is finding out the effectiveness of implementing the modified-conventional method in a collaborative learning, to the students' learning motivation of EFL context which could boost their oral communication. Participants were 30 fourth semester students (16 males and 14 females) enrolled in a three-year diploma program in Travel and Tourism Business, State Polytechnic of Bali. The students were given communicative activities and practices which were carefully designed so as to necessitate the implementation of the modified-conventional method. Data were collected through classroom action-based research procedures starting from planning, action, observation, and reflection. The mean was used measure of the students' speaking achievement in order to identify any statistically significant improvements following the intervention. Meanwhile , qualitative data was analyzed based on the whole observation of the action and the result of the questionnaires. The result of the pre-test indicated that the students' oral communication categorized into low. Its mean score was only 55.29. Meanwhile, the results of test in the three cycles were respectively 68.30, 75.12, and 86. It can be concluded that the students' learning motivation increased highly due to the conducive learning atmosphere created as they could get engage, encourage, enthusiastic, and explored in each learning cycle. Consequently, it could improve their oral communication significantly. Limitations and suggestions for successful appliedaction-integrated instruction and implications for future research are provided.

The present study was aimed at examining whether grammatical accuracy was a significant predictor of use of request strategy (direct or indirect) in second language performance. Participants were 39 seventh semester students (29 males and 10 females) majoring in International Business Management at one public higher education institution in Bali. Their English proficiency levels ranged from pre-intermediate to intermediate. The participants were asked to write an e-mail based on a situation carefully designed so as to necessitate the use of indirect strategy. Grammatical accuracy was operationalized as average score per T-unit. The head act of each request was coded as either direct or indirect. Binary logistic regression was conducted on the data with significance level being set at p < .05. The result revealed that grammatical accuracy was not a significant predictor of request strategy use (Wald = 0.00, df = 1, p = 0.96). This result indicates that the odds for using indirect strategy are similar regardless of level of levels of grammatical accuracy.

Online learning is being implemented due to the emergence of the COVID-19 pandemic. This is based on the reduction of cases and casualties to the danger and severity of the disease. Though several compliments were encountered in the implementation of this educational process, English instructors at secondary and tertiary levels continue to protest the change. To respond to this dilemma, the development of blended learning (a combination of online and offline learning) emerged. Therefore, this study was intended to develop task-based blended learning for English correspondence education and to identify and explain the learning aspects in the model development. Approximately 120 students from four classes of semester 6 were selected and divided into two groups (experiment and control groups) since a research and development model was used for analysis (Dick & Carey, 1990). The draft model was further validated and piloted for several meetings. The results show effective learning materials containing five sections, namely (1) activity lead, (2) mind mapping, (3) refocusing, (4) writing, and (5) reinforcement. The materials were designed through the provision of tasks in every section, therefore integrating the students’ use of four language skills. In addition, these materials were designed according to lesson plan, learning syntax, and assessment tools.