Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

Evaluation of Education is as a subsystem of implementing management of education that  positionedas an educational institution having  a centralistic position and becoming a media that accommodates the public assessment of the  outcomes (output and  outcome) achieved. Through the  optimization of education evaluation evaluation has a positive impact on the cultivation of the values  of public trust  as one  of the factors  that  contribute to the success of management of an educational institution because without buliding and  actualizing trust  well,   the  public only as a spectator who has apathy character of the effort of quality development both ranging from input quality, process and output. Ideally  the  implications of optimizing the  implementation of the  evaluation mechanism of education can  be an instrument of the process of comparing the existing  situation with certain criteria to the problems associated with academic in an educational institution because the evaluation of education is actually not only assessing the learning outcomes of students in a certain level of education, regarding the assessment of various aspects affecting the student’s learning process, such as evaluation of teachers, curriculum, methods, means of infrastructure, environment and so on. In general the scope of evaluation in the field of education in schools includes three main components namely: Evalua- tion of teaching programs, Evaluation of teaching implementation process, and Evaluation of learning outcomes. .

The existence of Teachers at schools is important inimplementing the values of inclusive diversity in today's modern worldand plays a vital role in educating the values of social politeness, toleranceand mutual respect for generation z in this milineal era. The teacher hasan important role in multicultural education because he is one of thetargets of the education strategy in the literature on understandinghumanist, dialogical-persuasive, contextual, substantive and sociallyactive. Paradigm about the urgency of teachers to teach and implement thevalues of diversity in schools, teachers have an important role in fosteringstudents' social care attitudes, among others; (a) A teacher should havesufficient insight that multicultural Islamic education is essentiallyeducation that places multiculturalism as one of the visions of educationwith the main characters who are inclusive, egalitarian and humanist, butstill firm in spiritual and divine values based on al Qur'an and Sunnah;(b) Teachers should have sensitivity to discrimination and social, economicand political key justice that is happening; (c) The teacher must directlyapply the anti-discriminatory, social, political and economic attitudes inthe classroom; (d) The teacher does not discriminate between the students'children, officials and students of pedicab drivers, all are treated equally.

The purpose of this study is to determine student excitement for studying English during the Covid-19 outbreak, as well as the ways in which teachers encourage student enthusiasm for learning English throughout the outbreak. A qualitative research design was adopted in this study. The subjects of this study are students of class XI in MAN 1 Model Bengkulu class XI A, totaling 30 students. The study's findings revealed that pupils in class XI MAN 1 Model Bengkulu are enthusiastic about learning English. Based on observations and interviews with students from MAN 1 Model Bengkulu class XI. As indicated by the reduction in the English value of class XI MAN 1 Model Bengkulu pupils during the Covid-19 outbreak, the findings show that most students have a low level of excitement when studying. The observation checklist and interview used to observe the activities of students and teachers in the English class. To analyzing the data, the researcher was apply (1) data reduction; (2) data display; and (3) drawing and verifying conclusionTeachers use various strategies so that the enthusiasm of students in learning English during the Covid-19 outbreak continues to increase, namely by using interesting learning videos and giving quizzes to students. Keywords: Student Enthusiasm, Learning English, Covid-19 Outbreak.

Motivation is one of the most important factors and greatly influences the learning process. The purpose of this study was to determine how the level of motivation of students in the speaking class during the new nomal era, namely the second semester students of the English Department of IAIN Bengkulu. This study used a descriptive quantitative approach. The techniques used in collecting data were questionnaire and interview. The questionnaire consists of 36 questions divided into intrinsic and extrinsic motivation. The data are presented statistically using percentage, frequency, arithmetic mean, and standard deviation division. The results showed that the mean score of intrinsic motivation (3.89) was higher than the average score of extrinsic motivation (3.39). However, the overall motivation average of 3.68 is considered a high level of motivation despite currently studying in the Covid-19 pandemic conditions. The results of this study indicate that the majority of students learn English in the speaking class because of intrinsic motivation. They actively speak and learn English because of their own inner desires. Based on the findings of this study, several relevant learning implications and useful motivations are recommended to increase student motivation.