<p>It has been a year that Indonesia experienced covid-19 pandemic. This situation stands as primary reason of English Foreign Language (EFL) online classroom still being implemented for all levels of education. This case possibly leads to positive and negative impacts for both teachers and students. Hence, this study aims to investigate EFL online classroom implementation throughout a year of Covid-19 pandemic in terms of; the<strong> </strong>EFL teachers’ and students’ perceptions, and how do the students’ score. Quantitative was applied as the approach in this study. In addition, the six EFL teachers and sixty students of senior high schools in Riau were chosen purposively to be involved as the research subjects. The data were collected in two techniques and instruments; survey with close-ended questionnaire and document analysis on the students’ score. The findings revealed that the teachers and students had higher percentage of positive perception on EFL online classroom implementation. Lastly, the score confirmed that all the students passed the criteria minimum of English subject determined by the school in EFL online classroom implementation throughout covid-19 pandemic.</p>
Many scholars addressed how English was essential to master in many fields. However, few scholars addressed what content of English was required by significant law students. This article, therefore, proposes a little investigation: the problem encountered by law students in mastering English, the basic skills, and materials considered fundamental to be taught in the learning process. Descriptive quantitative was applied to gather the data. Seven-four second-semester students and alums majoring in Law were taken as samples. The researchers collected the data and analyzed them using Microsoft Excel. The findings of the first research question revealed that listening was the most difficult skill to be perceived by the students majoring in Law. Moreover, the finding of the second research question claimed that speaking was assumed as the most necessary skill to be taught. Furthermore, formal and informal English languages were expected to be involved in English learning materials. By looking at the findings of this research, the practitioners can be used as a reference for the betterment of designing materials for Law students. The study implies that students frequently encounter the essential skills and materials to be taught.
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