Metacognitive awareness of reading strategy has a tremendous impact on the educational process, especially in acquiring a second language. It is concerned with not only what they suggest about how students organize their interactions with the context, but also with how they might employ the strategies that are still relevant to reading comprehension effectiveness. However, the EFL learners are still having a lack using metacognitive awareness of reading strategies significantly because of unknowing and inadequate understanding of what reading strategies to use, how and when to use them appropriately. Hence, the present study is attempted to locate the relationship between EFL learners’ metacognitive awareness of reading strategy and reading comprehension. A quantitative study, with 60 EFL students as participants, was conducted by using a questionnaire, and reading comprehension score to discover the level of EFL students’ Metacognitive Awareness of Reading Strategy. Those are the Metacognitive Awareness of Reading Strategy Inventory - revised (MARSI-R) and the Test English Proficiency (TEP) to discover the level of EFL students’ metacognitive awareness. The result of this study showed that 49 participants (mean 3.5 – >3.5), categorized as high group levels, and 11 participants (mean 2.5 – 3.4), categorized as moderate group levels. This research also revealed that the most strategies used by EFL learners found using PRS (Problem-solving strategies) M = 3.99; GRS (Global reading strategies) M = 3.98; and, SRS (Support reading strategies) M = 3.65. For the result of the Spearman Rho Coefficient showed that there is no correlation between EFL learners’ metacognitive awareness of reading strategy and reading comprehension (ρ value = .986).

Dynamic Assessment (DA) is known as an alternative assessment through which learners are helped to enhance performance beyond their current ability. Although the concept of DA has been widely introduced by experts, the it is still rarely put in practice by many educators, in particular, in the Indonesia context. The present study aims to investigate the implementation of DA approach in intermediate grammar class. To this end, eighty-five Indonesian EFL university students who took Functional Grammar Course from the English Education study program participated in this study. The participants belonged to experiment and control groups with each consisting of 42 and 43 students respectively. The data were collected through pretest and posttest. The findings revealed that DA had an impact on the students' grammar mastery, as suggested by the significant increase of post-test scores compared to pre-test ones among the experiment class and by the significant difference between the post test scores of the experimental and control classes, in favour of the experimental one. Accordingly, the findings highlighted the need for language teachers' attention to DA as an alternative to other assessment methods.

The trend towards more process-oriented academic writing instructions require students to pay more attention to and develop their use of writing strategies to ensure learning success. Accordingly, the current study investigates the use of writing strategies performed by freshmen of the English language department in an Indonesian teaching university. The study is an initial effort to provide a theoretical basis for the development of more student-centered and process-oriented writing instructions for the university’s academic writing courses. To attain its purpose, the study focuses its investigation into the stage where writing strategies are most likely to be used and the types of writing strategies being employed by students. Questionnaires modified from Petrić & Czárl (2003) were distributed to 125 freshmen to obtain the data which constitute the types of writing strategies being used, their frequency of use, and the stages of writing within which they were used. Descriptive quantitative analysis was performed afterwards to the collected data. Results show that most freshman are medium users of the strategies, with While Writing as the stage within which students tend to use writing strategies, followed by Pre-writing and Revising Writing. This result implies that the development of learning instruction for academic writing needs to accommodate the development of writing strategies used in three stages of writing, particularly during the Pre-writing and Revising Writing. Further research is also required with different data collection method and instruments to allow for generalization to wider audience which is not possible with the current research, given its limited use of instrument and participants involved.

Teachers must overcome the challenges of engaging and interactive English instruction. However, interactive and creative learning is usually conducted online via a digital platform. Sadly, not all Indonesian schools have good internet access. In Trenggalek, East Java, English teachers struggle with a similar issue. To overcome this problem, the PKM team trained English MGMP teachers in Trenggalek to make fun and interactive language games using Power Point (PPT). Although PPT is familiar to the teachers, not many of them are competent in using it to create fun activities. Combined offline and online trainings are being held. The PPT gamification training participants said they enjoyed themselves because the information was simple to comprehend and put into practice. In addition for trainee teachers to successfully follow and implement the training materials, PPT gamification training is tailored to their requirements and abilities.

Morphological awareness, as one of the mediators which gives impact, plays an important role in achieving successful reading comprehension. It is believed that morphological awareness contributes to enhance students' performances by analyzing the word structures. Students are required to improve their skills in manipulating and interpreting complex words presented in a text. This study then, investigates the students’ level of morphological awareness and its relationship with their reading comprehension. It was carried out with a group of 55 second-grade EFL students from one of Gresik's senior high schools in East Java. The data were collected through reading comprehension test and morphological awareness test. The results indicates that students’ level of morphological awareness are varied (5 students = Excellent, 21 students = Good, 18 students = Mediocre, 10 students = Poor, and 1 student = Very Poor). In addition, the results show students’ morphological awareness has no link with their reading comprehension (p-value= .357, > .05).