This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students' writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.

This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students responses on the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.DOI:doi.org/10.24071/llt.2018.210203

This study aims to investigate the students' difficulties in listening and to explore the factors of students' listening difficulties. The writer uses mixed methods (qualitative and quantitative) with questionnaire and interview as the data collecting techniques. The participants of this research are 100 students of a senior high school in West Java who filled in the questionnaires and 8 students who took part in in-depth interviews. The quantitative approach is used to show the numeric data of the questionnaire about students' listening difficulties and the qualitative approach is applied to explore the factors of students' listening difficulties. The findings of the research show that the difficulties in listening skills faced by students include unfamiliar words, rate of speech, unfamiliar accent, unclear pronunciation, recording quality, and inadequate facility. As for the factors of those difficulties, it involed the students' background knowledge, lack of practices and environment noise.

This preliminary study attempts to examine the types and levels of writing anxiety experienced by Indonesian students studying at secondary schools and universities. Using a survey method, 219 Indonesian EFL students from secondary schools and universities were asked to complete a Second Language Writing Anxiety Inventory (SLWAI). Statistical analysis was performed using SPSS and found that many students across education levels experienced second language writing anxiety at moderate level. Results of SPSS calculation showed that there were significant differences between male and female students towards the types of anxiety. According to the table, it is clearly asserted that cognitive anxiety is significantly influenced by gender (t= 2.661, Sig.=0.008), nor avoidance behavior (t=-0.345, Sig.= 0.730) and somatic anxiety (t= 1.251, Sig.= 0.212). Moreover, male students (M= 3.30) are more likely to be anxious at the type of cognitive anxiety than female students (M= 2.99).

The purpose of this community service program is to improve the English competence of the community in the Setu Babakan Betawi Cultural and Natural-based Village, Jakarta. The English training is part of the efforts to pioneer English villages in the tourist destination area. This activity was carried out using a training method with English needs analysis and problems faced by the community related to English mastery through interviews, observations, tests and questionnaires as well as to develop English teaching materials for the surrounding community. This service involves community mobilizers, the manager of the Setu Babakan Betawi Cultural Village and the village community, especially teenagers who are active in youth organizations. The results of this activity show the passion and enthusiasm of the community to learn English and improve the community's self-confidence as well as their English speaking skills in the context of daily conversation in the Setu Babakan Area. Thus, it is very important to do sustainable English training in response to initiate English village.

This study investigated English as a Foreign Language teachers’ beliefs toward grammar teaching in the classroom. This research paper aimed to explore EFL teachers’ belief about grammar teaching and the factors influencing teachers in shaping their beliefs on grammar teaching. A qualitative study using a semi-structured interview with eight English as foreign language teachers of secondary schools in East Jakarta has been conducted. The result revealed that most teachers believed that grammar was essential. Explicit grammar teaching was also believed to be more effective to be implemented in teaching grammar, yet teachers still used both explicit and implicit instructions. Nonetheless, some teachers believed that implicit instruction that was suggested in the 2013 Curriculum was less effective due to the limited time of English learning in classroom practice. The factors shaping the teachers’ beliefs involved the student factor and the teacher factors which included teachers’ prior education and personal experiences. This research was expected to improve the teaching of grammar practices and suggest an effective approach to be implemented in teaching grammar in EFL context for teachers in classroom.

Penelitian ini bertujuan untuk mendeskripsikan persepsi para guru bahasa Indonesia SMA di Wilayah Provinsi DKI Jakarta, Indonesia tentang hubungan antara penerapan full day school dan penguatan pendidikan karakter bagi siswa. Data penelitian ini diperoleh melalaui survei secara online kepada sejumlah guru bahasa Indonesia. Sampel yang digunakan dalam penelitian adalah bersifat purposive sehingga tidak dapat dijadikan sebagai landasan untuk menggeneralkan persepsi dari sejumlah populasi. Data yang dideskripsikan dalam penelitian ini mencakup dua hal, yaitu berupa hubungan antara status kepegawaian dan pengalaman kerja dengan persepsi tentang full day school sebagai penguatan pendidikan karakter bagi siswa. Hasil penelitian menunjuukan,  bahwa terdapat hubungan status kepegawaian dan pengalaman dengan persepsi terhadap sistem full day school sebagai penguatan pendidikan karakter siswa, yaitu  1) hubungan antara pengalaman dan  persepsi terhadap full day school sebagai wahana penguatan karakter siswa sebesar 0.161, dan 2) hubungan antara status kepegawaian dan persepsi terhadap full day school sebagai wahana penguatan pendidikan karakter siswa sebesar 0.033. Hasil Penelitian ini dapat dimanfaatkan sebagai salah satu evaluasi mengenai efektivitas penerapan full day school dalam sistem persekolahan di Indonesia.  Kata kunci: Persepsi, pengalaman, status kepegawaian, full day school. Abstract: This study aims to describe the perceptions of high school Indonesian language teachers in the DKI Jakarta Province, Indonesia about the relationship between implementing full day school and strengthening character education of student. The research data was obtained through an online survey of a number of Indonesian Language Teachers. The sample used in the study is purposive so that it cannot be used as a basis for generalizing the perception of a number of populations. The data described in this study includes two things, namely in the form of a relationship between staffing status and work experience with perceptions about full day school as a reinforcement of character education of student. The results show that there is a relationship between staffing status and experience with the perception of the full day school system as a reinforcement of student character education, namely 1) the relationship between experience with the perception of full day school as a vehicle for strengthening the character of students is equal to 0.161, and 2) the relationship between employment status with the perception of full day school vehicle for strengthening student character education is 0.033. The results of this study can be used as an evaluation of the effectiveness of implementing Full Day School in the school system in Indonesia. Keywords: Perception, experience, employment status, full day school

This article presents part of a study on the implementation of online portfolios in an EFL writing class and is focused on the facilitation of online portfolio implementation. Students' experiences in learning EFL writing using the online portfolios and my experiences in facilitating the online portfolio implementation were explored through action research. As for methods for generating data, this study involved students' interviews, my reflective journals, and an analysis of students' online portfolio entries. The study reveals that throughout the action research, problems emerged dealing with the use of a blog as the online portfolio platform, online feedback activities and students' reflection. Some changes in the instructional plan were made throughout the three action research cycles in this study which include; guidance for peer feedback and reflection, organization of students' online portfolios and procedure of peer commenting. The study suggests that the success of the online portfolio implementation in facilitating students' learning of EFL writing requires teachers' understandings of their own roles as well as their willingness to undertake and develop their roles as facilitators in an e-learning environment.Keywords: online portfolio, blog, feedback, reflection. Artikel ini menyajikan bagian dari