pandemic that was claimed from Wuhan, China at the conclusion of 2019 has exchanged to nations over the world at the starting of 2020. This widespread has proposed new era in each perspective of human life, economy or commerce, social, wellbeing, and instruction as well. In instruction segment, Indonesian Instruction and Culture Serve, Mr. Nadiem Anwar Makarim requested all students counting college student to think about from domestic. Descriptive research is used to conduct this research. The aims of this research is to find out the English strategies that used by the teacher during pandemic. The result of the research found that (1) The teachers utilize diverse methodologies since the anticipated ability yield are distinctive, for composing abilities the teacher employments 3 methodologies to be specific arranging, drafting, and altering. As for tuning in aptitudes, the teacher applies a few strategies such as tuning in to melodies, composing melody verses, coordinating verses, and at last singing test. Both of them utilized the video-based learning show up moreover virtual instruction through WhatsApp. (2) Methodologies in direction through e-learning classes within the middle of the COVID-19 wide essentially made a difference instructors inside the teaching and learning arrange to realize learning goals.

This study intended to observe which appropriate methods to be implemented in writing class seen from the students' cognitive style; field-independent and field-dependent. This study used quasi experimental research. The population of the research was the first-year students of English Language and Literature Department of Universitas Negeri Padang. These students were taught using two different strategies: collaborative writing strategy (CWS) and metacognitive writing strategy (MWS) or individual writing. The study revealed three findings. First, learning achievement of the students taught using CWS was higher than the students taught using MWS. Second, the writing ability of the students having field-Independent (FI) learning style was higher than the writing ability of the students with fielddependent (FD) learning style. Third, there was a significant interaction between the different writing strategies with the students' learning style towards writing score. Thus, these findings signifies that it is better for the teachers to apply CWS in teaching and learning process of writing, to improve the students' writing ability.

Many studies have claimed that one's ability in writing is affected significantly by his or her interest in reading. This means that the more one reads, the better one can usually write. Despite its importance, reading activities in class, however, are not yet implemented in ways that can facilitate and help students find ideas more easily and write well. Hence, this study is aimed at finding out the students' perception and preferences about their writing need. A questionnaire was distributed to 137 sophomore students in a university in Padang. The questionnaire is mainly concerned with activities in pre-writing, whilst-writing and post-writing stages. Data analysis reveals that 98.5% students agree that they need to do some pre-reading to get more information about the topic they will write. In whilst-writing stage, the data shows that the students strongly prefer collaborative writing to individual writing. Lastly, it is no doubt that feedback from both peers and teachers are considered advantageous; yet, direct corrective feedback from teachers is more preferred by more than 70% students. These results hopefully give insights into how appropriate method and strategy should be implemented in teaching writing.

This study aimed to investigate the effectiveness of Reading to Tell the Story Strategy to students' reading comprehension reviewed from students' autonomy level. This was a quasi-experiment research. The population of this study is the students of Intermediate Reading course academic year 2019/2020. Two classes selected to be the samples were the experimental class with an extra treatment called Reading to Tell the Story, and the control class with the conventional strategy only. The data were attained through a questionnaire to determine the level of students' autonomy, and a reading comprehension test in forms of spoken and written reports. The data were analyzed by using statistical formula. The results revealed three findings. First, reading comprehension of students taught by using Reading to tell the story strategy was higher than that of students taught by using conventional strategy. Second, reading comprehension of students with high autonomy level was higher than that of students with low autonomy level. Third, there was a significant interaction between the different reading strategies with students' autonomy level toward students' reading comprehension. Therefore, Reading to tell the story strategy is suggested to use in Reading class in order to enhance students' ability to comprehend the text.

Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students' reading comprehension. Given the evidence of its significance, this study aims students' reading comprehension observed from the namely field dependent (FD) experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be significantly ineffective in enh some factors. However, the mean score of FI students in experimental group slightly above FD students.Menurut teori yang ada memvisualisasikan teks yang sedang dibaca menjadi gambar atau diagram terbukti dapat memperdalam pemahaman membaca siswa. Berdasar pada bukti yang ada, tujuan dari penelitian ini yakni untuk mengetahui dampak dari strategi visualisasi pada teks yang sedang dibaca siswa terhadap pemahaman membaca mereka yang diamati dari gaya belajar kognitif. Gaya belajar kognitif tersebut dibagi menjadi dua yaitu Berkorelasi dengan tujuannya, p quasi-eksperimental diterapkan dalam penelitian ini. Lima puluh empat mahasiswa semester lima di Universitas temuan yang didapat ternyata sangat ber diberikan dalam penelitian sebelumnya. Terungkap bahwa strategi visualisasi terbukti available online at: AbstractEmpirically visualizing the text being read into pictures, diagrams, or images evidently deepens students' reading comprehension. Given the evidence of its aims to figure out the effect of visualizing the text ading comprehension observed from their cognitive learning styles namely field dependent (FD) and field independent (FI). Due to its purpose, the experimental research to be specific, was carried out. Fifty dents at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be ineffective in enhancing students' reading comprehension on account for the mean score of FI students in experimental group Visualization strategy, field dependent, field independent, reading Abstrak Menurut teori yang ada memvisualisasikan teks yang sedang dibaca menjadi gambar atau diagram terbukti dapat memperdalam pemahaman membaca siswa. Berdasar pada bukti yang ada, tujuan dari penelitian ini yakni untuk mengetahui dampak dari sualisasi pada teks yang sedang dibaca siswa terhadap pemahaman membaca mereka yang diamati dari gaya belajar kognitif. Gaya belajar kognitif tersebut dibagi menjadi dua yaitu field dependent (FD) dan field independent (FI) Berkorelasi dengan tujuannya, penelitian eksperimental, lebih tepatnya penelitian eksperimental diterapkan dalam penelitian ini. Lima puluh empat mahasiswa semester lima di Universitas Negeri Malang berpartisipasi dalam penelitian ini. Hasil temuan yang didapat ternyata sangat bertentangan dengan bukti empiris ya...