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One of the primary goals of learning and teaching process in EFL classroom is to enhance students' willingness to communicate (WTC). This study aims at exploring factors affecting willingness to communicate (WTC) in EFL classroom at higher institution in Indonesia. This study employed quantitative research method. Questionnaire data were obtained from seventy university graduate students (19 males or 27.14% and 51 or 72.86% females) major in English study program of Graduate Program State University of Makassar participated in this study. The data of the study were analysed using descriptive statistics which presented percentage, mean, and standard deviation (SD). The present study therefore reveals that the influential factors of EFL students' WTC are interested in speaking in group discussion if the topics discussed are interesting. Other evidences from the present study are: 1) the participants said that classroom discussion is the best way to practice speaking English, 2) they find it easy to have conversations in the classroom discussion, 3) they are excited to speak in front of the English class, 4) group discussions are the activities they enjoy most in English classes, and 5) they enjoy starting the group discussion with a number of critical questions.

In the teaching learning process, a lively and friendly atmosphere in the  classroom between teacher and students is the key to promote effective interaction. This study investigates an EFL classroom at the course in the terms of interaction between teacher and students to see how positive politeness strategies used by the teacher and the effect of positive politeness strategies in promoting effective interaction. One class of conversation class at the course was observed and recorded by the researcher. The recording were transcribed and analyzed by making use of related positive politeness strategies and effective interaction. Also, interview was done to get deeper data. The findings showed that positive politeness strategies existed in this class and it has created effective interaction between teacher and students and among the students.

This study explores the relationship between study anxiety and academic performance among English students at Faculty of Languages and Literature Universitas Negeri Makassar, Indonesia. A total 116 students, 96 females and 20 males students participated in this study. This study focuses its investigation on a significant correlation of students' study anxiety and their academic performance. There were two types of instruments used, a questionnaire and a test. The study anxiety level was measured using Sansgiry and Sail's Test Anxiety Measurement (TAM). Meanwhile, students' academic performance was measured using Grade Pont Average (GPA). The results revealed that there was a significant correlation of high level anxiety and low academic performance among English students at Faculty of Languages and Literature Universitas Negeri Makassar, with significant correlation (p=0.011) and the correlation coefficient is small with r= 0.235. Further studies in a wide variety of settings with students who have different socio economic background, gender, motivation, achievement, and other disciplines with students' study anxiety are recommended.

This article examines students' understanding on stress placement in English words. The objectives of the study were to find out: i) the types of English stress shifts made by university students, and ii) the most frequently English stress shifts made by students. There were 27 students participated in this research. They were students of first semester of English Language and Literature State University of Makassar who attended English Phonology subject. This research was qualitative and the instrument used was test. The test was vocabulary list and the students were asked to give primary stress on the word(s). Those words were ranging from one syllable to five syllables.

This research is the study of linguistic deviation is one of linguistic analysis in literary studies. The purpose was to uncover the linguistic deviation found in Shakespeare's plays. It should be considered important and helpful for foreign readers (non-native speakers of English) to have a better understanding of the stylistics used in Shakespeare's plays. The analysis applied was language-based. As a great author who lived in the transitional period from Old to Modern English, Shakespeare has been credited with encouraging the birth of new English, and his contribution has been recorded in the history of the English Language. His rhetoric remains topical and has continued to captivate readers through several centuries. His plays are still learned in many parts of the world. The objectives of the study are 1) to inventory a number of linguistic deviations contained in Shakespeare's works, 2) to find out the types of rhetorical style in Shakespeare's linguistic deviation, and 3) to determine to what the extent of respondents (non-native English) failed to understand the linguistic deviation in Shakespeare's works. However, the language that Shakespeare used in his plays, besides sustaining the beauty of the style, it also contains a number of linguistic deviations. His specific deviations and the stylistics concerned were the topics of this qualitative research. The results of this research show that linguistic deviations found in Shakespeare's works are stylistically varied, and may be misconstrued by foreign readers. This kind of deviation, in turn, may give rise to misinterpretation and misunderstanding for foreign English readers.

During the Covid-19 outbreak in 2020, students of all education levels are pushed to study at home via online classes. Schools, universities and other educational institutes have to make sure that their students can keep receiving knowledge and information based on the indicators set by the curriculum. The same thing also occurs at the English Education Department of Syiah Kuala University in Banda Aceh, Indonesia. This article presents the results of a two-cycle action research project conducted in Banda Aceh, Indonesia, through an online learning platform using Zoom meeting. In this study, eight undergraduate students participated in the online intervention class to apply genre-based visualization metacognitive strategy. A total of six academic texts of the explanation genre were taken from TOEFL tests and used in both cycles. In the online intervention class, students generated visual imagery of the academic texts, built up their knowledge of the text genres in the online discussions, and individually drew visual representations of the explanatory texts. The images drawn by the students were taken for the qualitative analysis, and the tests given to the students were analyzed quantitatively. Both data are used to find out their improvement in reading comprehension. The findings of this study revealed a remarkable contribution of genre-based visualization for improving students' comprehension of academic texts of the explanation genre at TOEFL level, particularly through online learning during the pandemic.

This thesis aims to (1) to investigate the kinds of language learning strategies the merchant marine polytechnics students use in learning English, (2) to investigate the most dominant language learning strategies used by successful and unsuccessful students, and (3) to find out whether or not the successful students employ different language learning strategies from the unsuccessful students. The researcher applied descriptive quantitative method. The population of this research was the students of merchant marine polytechnics of Makassar in academic year 2014/2015.  The  sample  was  the  fourth  semester  students  of  nautical  study program,  class  C  which  consisted  of  30  students.  This  research  used  cluster random sampling technique. This research used 2 kinds of instruments; they were English skill tests and questionnaire. The research data was collected by using English skill tests and SILL questionnaire which were analyzed by descriptive and inferential statistic through SPSS 20.0 for windows program.The result of the descriptive quantitative data showed that (1) the nautical students of merchant marine polytechnics used six kinds of language learning strategies namely metacognitive, compensation, social, memory, cognitive, and affective strategy (2) the most dominantly used language learning strategies among the successful students is metacognitive strategy and the most frequently used language learning strategies among unsuccessful students is social strategy (3) there is a difference in using language learning strategies between successful students and unsuccessful students. The six language learning strategies were employed by the students in learning  English.  The  successful  students  employed  two  kinds  of  language learning strategies; metacognitive and compensation strategy while the unsuccessful students employed four kinds of language learning strategies namely social, memory, cognitive, and affective strategy. Keywords: Language Learning Strategies, Successsful/Unsuccessful Students, Metacognitive, Compensation, Social, Memory, Cognitive, And Affective Strategy