This research aims to determine students' perceptions on the implementation of the learning process during the Covid 19 pandemic at the graduate program of English Education of the University of Bengkulu. This research is a descriptive research involving students in academic year of 2019/2020 from two classes consisting of 34 students. The data was taken using a questionnaire in the form of Google form consisting of 40 questions with 5 answer options: strongly agree, agree, neutral, disagree, and strongly disagree and semi-structured written interview given through the Google Classroom application. The data obtained were analyzed quantitatively and qualitatively. The results of this research indicate that students have a positive perception of the implementation of the learning process during the Covid19 pandemic the the graduate program of English Education of university of Bengkulu with the averageobtained  score of 1211.25 which is in the good category. Moreover, the data obtained from the written interview showed that most students gave positive responses to online learning conducted at the graduate program of English education of the University of Bengkulu. These findings are expected to be taken into consideration to improve and prepare for the better future online and offline learning process at the University of Bengkulu, especially at the Graduate Program of English Education of the University of Bengkulu.

The Covid-19 pandemic has occurred across the world. This causes all segments of human life to be disturbed including the education sector. The teaching and learning process tends to run ineffectively and should be done online. Online learning offers a learning process that can be done not only in the classroom but anywhere and anytime. One of the applications that can be used is Google classroom. This study aims to determine students' perceptions and problems in learning English using Google Classroom during the Covid-19 Pandemic at SMAN 6 Kota Bengkulu. This research was a mixed-method research involving 443 students in the academic year of 2020/2021. The data were collected using a questionnaire in the form of a Google form consisting of 50 questions with 4 answer choices, namely strongly agree, agree, disagree, and strongly disagree, and semi-structured interviews. The data obtained were analyzed quantitatively and qualitatively. The results of this research indicate that the students have a positive perception in learning English using Google classrooms during the Covid-19 pandemic at SMAN 6 Kota Bengkulu with the average score obtained was 1160 and was in the positive category. Moreover, the data obtained from the interview showed that most of the students experienced problems in learning English skills using Google classroom caused by lack of vocabulary. In addition, the problems in using the Google classroom application were in the opening and uploading files or videos. These findings are expected that the teachers should change their teaching habits by offering students innovative opportunities to improve their self-confidence, to control their learning, and to practice their language skills. The students should be more creative to solve the problems during learning English by using Google classroom even in the online process or not.

This research aimed to investigate the composition of higher order thinking skill (HOTS) in language tasks of the English textbook “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi revisi 2018”; and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive quantitative. Instruments of data collection were a table checklist and an analysis card. This research classified used content analysis. The researcher separated all the tasks in the textbook depending on the topics. The researcher read all the textbook tasks to find out which tasks are the results. The table form was used to identify all the tasks. The researcher identified the higher order thinking skill contained in the table form. The analysis card was used as the guideline to bring the instruction questions into an acceptable portion of higher order thinking capacity. The results showed that the composition of Higher Order Thinking Skill (HOTS) presented in the language skill tasks on the English Textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK kelas XII Edisi Revisi 2018” are lower than the Lower Order Thinking Skill (LOTS). In addition, the most dominant cognitive dimension used in the language skill tasks of this textbook is remember (C1) with 41%. Hence, it is not enough if the teacher just only uses the English textbook Bahasa Inggris SMA/MA/SMK/MAK Edisi Revisi 2018 as a teaching tool to improve students HOTS ability.

There has been a long debate among the language practitioners on the effectiveness of an approach for teaching grammar. Some pros to the effectiveness of the deductive approach, while others believe that the inductive approach works better in enhancing students grammatical competence. This paper discusses the effectiveness of an integrated story-based grammar learning (ISGL) modelon students' grammar learning achievement. This study was an experimental study involving two groups with 35 students in each of itsexperimental and control group at the English Education Study Program, University of Bengkulu. The data were taken by using a grammarpretest and post-test and an interview. The pretest and post-test scores were analyzed by the using t-test calculation and the interview data was analyzed through the steps of data reduction, data display and conclusion drawing. The result of the t-test calculation shows that t-count (2.775) was greater than t-table (1.995). It means the use of the ISGL model is more effective in enhancing the students' grammar learning achievement than the conventional approach which commonly used at the EESP, FKIP University of Bengkulu. In addition, the interview results also reveal that use of ISGL model makes the grammar learning more interesting and enjoyable.

Online learning during the Covid-19 pandemic has demotivated Indonesian tertiary EFL students to learn English, which affected their English performance and achievement. This article ferrets out the features of the EFL students’ demotivation, the factors affecting their demotivation, the solution to reduce their demotivation, and the implication of their demotivation towards their English performances and achievement. The data for this descriptive quantitative research were collected through an online open-ended questionnaire to the EFL students of two Islamic state colleges in East Java, Indonesia. The questionnaire was distributed when the Covid-19 pandemic was still at its peak. There were 71 out of 76 respondents who completed the questionnaire claimed to experience demotivation with online learning mode. The data from those 71 respondents were then analyzed descriptively. The results of this study indicate that online learning experiences were found to be the main factor that affected their demotivation. This was further evident in their English performance and achievement. Meanwhile, the aspects of teachers, online learning infrastructures, family, and student-related demotivators contributed to conducting effective online learning. This study utilized qualitative data from the learners’ perspective so that further studies which take a different perspective, such as family, teachers, lecturers, and policymakers, would enrich these findings.

Need analysis is required to take place before developing a model for learning so that results meet the needs of the students who will use the model. This descriptive study aims at finding out the needs in learning English grammar from students� perspectives at the EESP of the University of Bengkulu. The data was taken through a questionnaire with 65 questions given to 44 students who took Structure I Course in the 2016-2017 academic year and analyzed quantitatively. The results of this study reveal that the students need a clear goals of learning English grammar, learning approaches that uses the story-based, the deductive, and the inductive approach, a friendly and meaningful learning atmosphere, a learning model that incorporates the uses of stories and current technology for the teaching and learning process and has a complete support system especially the learning materials, and has an attitude, a final assignment and an individual learning process result assessments.Keywords: Needs analysis, model, grammar learning

This research aims to investigate the students’ English competence, the highest percentage of students’ mistake and their difficulties in responding to the TOEFL structure and written expression sections. All of the 6th semester students of the English Education Study Program of Universitas Bengkulu who had passed all structure courses were involved in this research. The data were collected through a TOEFL test and an interview. The results show that majority of the students’ English competence was poor. It also reveals that the most difficult topic in grammar section was redundancy. There were two factors that affected the students’ performance in redundancy, ambiguity and the interference of first language. In contrast, gerund and infinitives were the easiest topic in grammar section. Simple rules and the most common expression were contributed to the students’ performance in gerund and infinitives. In responding to structure and written expression section there were four factors that influenced students’ difficulties, poor understanding of grammar, less focus, lack of practice and limited vocabulary.

HOTS were three upper cognitive processes of Bloom's revised taxonomy by Anderson and Krathwohl (2001) which consisted of analyzing, evaluating, and creating. The objectives of this research were (1) to know the distribution of HOTS in English teacher-made test (2) to evaluate the relevancy of the English teacher-made test with the competencies in English simplified syllabus; (3) to know the reason for less appearance of HOTS in the English teacher-made test. This research focused on English teacher-made tests for grade X and grade XI in the academic year of 2020/2021 at the senior high school number 6 and senior high school number 11 in Bengkulu city. This study adopted a mixed-method as the research design. The first result displayed that HOTS obtained lower distribution rather than LOTS and MOTS in English teacher-made tests for grade X and grade XI at both schools. The second result showed that the English teacher-made tests for grade X and grade XI at both schools were relevant to the English simplified syllabus. The last, the reason for less appearance of HOTS in English teacher-made test at both schools came from two aspects. From the teachers' aspect, they needed more HOTS professional training to improve their understanding of HOTS. From the students' aspect, they needed to practice and learn more about HOTS questions, because most students could not work with HOTS questions.