Sensory Integration-based Picture Word Inductive Model (PWIM) is a modification of Emily Calhoun's. Sensory integration-based PWIM is developed to help build early reading abilities of children with Learning Disabilities (LD). This model is based on Gestalt's theory stating that a child's thinking ability is still holistic. Piaget's cognitive, Bruner, Vygotsky. Based on these theories, sensory integration-based PWIM is developed to help children with LD who have difficulty in reading. The steps of implementing the model are as follows: First, the child is invited to observe a picture; afterwards, the teacher tells a story. Once the child understands the story, the teacher writes it down on a paper or cardboard. Second, the story is made in a sentence using A, I, O, E, and U. Third, the child is guided to be able to pronounce each word in the story, read, and spell the words. Fourth, the story is broken down into words written in cards. Fifth, the child is asked to arrange the word cards. Sixth, the teacher shows the real objects described in the story. Seventh, the child is asked to hold. Eighth, the child is asked to recount his/her experience.

This study aims to explore the perspective on Foreign Language Classroom Anxiety (FLCA) of an International student. A descriptive narrative is used to discover written and spoken responses from the student. An online survey was employed as secondary data to identify the level of FLCA among six UPI international students. A student with the highest score volunteered to be interviewed. Several symptoms were found; lack of concentration, excessive worry, fear, unwanted thoughts, and sweating. The results showed that difficulties to understand lecturers' correction, presentation, and fear of getting left behind are three major causes of his

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