This paper is aimed at finding out whether or not: (1) the students who were taught with Task-Based Language Teaching (TBLT) have better speaking performance than those who do not; (2) the students having high self-efficacy have better speaking skill than those having low self-efficacy; and (3) there is an interaction between teaching methods and self-efficacy on students' speaking performance. The research was conducted at SMAN 8 Mataram. Each class was divided into two groups (the students having high (32 students) and low self-efficacy (30 students). The techniques used to collect the data were speaking test and self-efficacy questionnaire. The data was analyzed by using multifactor analysis of variance 2x2 through SPSS 21 software. The finding shows that Task-Based Language Teaching (TBLT) improved the students' speaking performance as this method focused on giving the students task to be discussed during the teaching and learning process. Their self-efficacy also influenced students' speaking performance. The higher the students' self-efficacy, the better speaking skill could be performed. However, the study's finding didn't suggest that TBLT is more effective in enhancing students' speaking performance for the students having high or low self-efficacy as there is no interaction between the teaching method and self-efficacy on the students' speaking performance.

This research aimed at raising the students’ modality competence with the implementation of a teaching model which was called as Interstate New Teachers Assessment and Support Consortium (INTASC) model that covering ten standards. It was expected that this research could give numerous contribution in teaching English, particularly in teaching English Modality where the problem found was that the students got difficulty in using modal verbs regarding both tense and aspect in which consequently would affect the communicative competence of the students. In the form of Research and Development, this research was carried by means of implementing validated instrument and 10 modules in the small and large scale assessments that involving 50 students in the small scale assessment and 80 students in the large-scale assessment. Standard 1-2 dealt with the students’ need and diversity of learning while standard 3-7 dealt with various instructions teaching the content knowledge regarding the use of English modality. Furthermore, standard 8-10 dealt with summative assessment, reflection, and professional development. Eventually, it is found that the level of learning of the students raise supported by the data that 94% of the level of learning can be achieved by the students while it was only 6% of the modality expressions cannot be used properly. It can be noted that this teaching model can assist the students in achieving the modality competence by having a very well-sequenced procedures of teaching in which this teaching model starts from considering the prior knowledge, the need, and the students’ diversity before creating further instructions regarding the content knowledge where the modality competence is the main goal to achieve.

This community service was aimed at training the teacher to be familiar with the usage of learning approach that can be applied in the time of covid-19. The training was conducted at Pondok Pesantren Arrahman attended by teachers of Madrasah Tsanawiyah, Aliyah, and SMK Darul Kamilin Bakan. To reach the goal of the program, the material and the application about the learning approach in detail for both online learning and blended learning was delivered to the participants. At the end of the program, evaluation was conducted by giving evaluation sheet to the participants to know whether or not the target of program is achieved. The response of the audience reveals that the program gave some good advantages for the participants as they have new knowledge about the learning approach applied in the time of covid-19. The participants also expected that the same program is conducted in the near future.

This community service program aimed to improve teachers’ anthusiastic in SMKN 1 Sekotong, West Lombok to conduct articles to be published in national accredited and international journal. The method used in this program divided into three stages such as 1) early stage includes koordination between the program team with the principle of SMKN 1 Sekotong; 2) implementation stage includes scientific article training; and 3) evaluation stage that used as the overview of the next program. The materials in this program was presented mostly in term of describing the technique of writing good articles therefore they deserve to be published in national accredited or international journal. This community service program was conducted in SMKN 1 Sekotong which was followed by the pcinciple and 23 teachers. The conclusion of this program was there was an improvement of teachers’ anthusiastic to publish their scientific articles in national accredited and international journal.

Pelaksanaan pengabdian kepada masyarakat ini bertujuan untuk:(1)meningkatkan kreativitas dan produktivitas Guru Bahasa Inggris dalam menyusun need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang kemudian disusun menjadi sebuah modul berbasis InTASC  (InTASC Standard-Based Module) dimana modul ini berisi 10 standard yang memuat seluruh langkah pengajaran dan refleksi yang bisa dilakukan guru sehingga proses belajar mengajar akan berjalan dengan efektif dan menyenangkan, apa yang diajarkan guru akan mudah dimengerti oleh siswa dan proses belajar mereka tidak hanya terhenti didalam kelas tetapi juga bisa dilakukan diluar kelas. (2) Dengan begitu, siswa nantinya akan mampu berkomunikasi menggunakan Bahasa Inggris dengan lancar dan bisa menggunakannya dalam mendapatkan pekerjaan khususnya dunia pariwisata dimana mereka mampu memberikan pelayanan yang jauh lebih baik yaitu mampu berkomunikasi dengan para wisatawan secara lancar. Dalam pelaksanaan program pengabdian kepada masyarakat ini, tim terlebih dahulu akan berkoordinasi dan memberikan pengenalan InTASC standard kepada Kepala Sekolah dan peserta, Setelah itu tim akan memberikan pelatihan standard satu (1) InTASC yang berisi need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang akhirnya disusun menjadi sebuah modul berbasis InTASC yang akan digunakan dalam pengajaran Bahasa Inggris selanjutnya, sehingga manfaat pelatihan ini bisa dirasakan sampai seterusnya