The purpose of this study is to investigate the obstacles of e-learning, especially for students, and to find out students' perception in facing e-learning during coronavirus disease pandemic (covid-19). The rapid spread of coronavirus urges universities on a world-wide scale to do e-learning, including universities in Indonesia. This study uses online interviews and questionnaires to obtain the data, and descriptive qualitative method is used to analyse the data. The respondents in this study are 126 students with different majors from 21 universities in all across Indonesia, consisting of 6 state universities and 15 private ones. The results of the study reveal that e-learning has been carried out by universities in the country. It also shows there are several aspects such as the availability of online learning facilities, the use of facilities, learning processes, and some more points that need to reconsider or to optimize conducting the e-learning for the long term.Keywords: e-learning; students; pandemic

Cohesion has become a crucial component of academic writing that promotes the semantic connection within phrases and sentences. The objectives of this literature review research are to identify different forms of cohesions and the most common form of cohesion in articles on EFL academic writing. This study extracted records from Google Scholar and Scopus databases and selected 20 studies in the last five years out of 700 on the use of cohesions in the writing of EFL students. The data was gathered by sorting similar messages, finding cohesions, clarifying cohesions, and counting the cohesions with the highest percentage. The research results show that the published articles containing cohesions represent the reference (35%), paired conjunctions (15%), reiteration (40%), and collocation (10%). The most common type of cohesion is reiteration, which is essential for comprehending what the authors mean in their published works. Cohesions in theoretical and practical grounds contribute to the explicitness of semantic components of words or phrases to generate the messages conveyed to readers.

The study aimed at investigating the affective role of integrating language awareness into grammar learning in the Indonesian EFL (English as a Foreign Language) context. In the study, questionnaires and interviews on language awareness were given to fifty participants. The findings show that majority of the participants responded to positively change their perceptions of the relationship between learning grammar and language skills. The conclusion underlines the necessity of language awareness in grammar learning in the Indonesian EFL context as well as its future development to facilitate second/foreign language teaching and learning.

ABSTRAKPenelitian ini bertujuan untuk mengevaluasi penerapan TBLT dan ELLIS yang terintegrasi dimana dititikberatkan pada kegiatan mengamati, bertanya, mengembangkan, dan berinterakasi. Pembelajaran ini telah diterapkan pada dua sekolah yang berbeda di Kabupaten Bantul, DIY yaitu SMPN 1 Banguntapan dan SMPM Piyungan. Materi pembelajaran bersumber dari enam belas unit dalam program ELLIS. Hasil kuesioner dan wawancara menunjukkan bahwa tasks yang dikembangkan telah memenuhi standar kompetensi pembelajaran. Guru dan siswa memberikan respon pada tujuan pembelajaran, materi, latihan kemampuan berbahasa, dan evaluasi kemajuan siswa. Sehingga, tasks yang terintegrasi ini dapat membantu siswa dalam memperoleh pemahaman yang lebih baik dan mudah, meningkatkan minat belajar, dan mengevaluasi kemajuan dengan mandiri, karena tasks telah dilengkapi dengan latihan kelompok dan individu. Penelitian ini menyiratkan bahwa integrasi pembelajaran TBLT dan ELLIS membuka peluang untuk melaksanakan pembelajaran bahasa Inggris secara inovatif. Kata Kunci: TBLT, task, ELLIS ABSTRACTThis study aimed at evaluating the implementation of integrated TBLT and ELLIS which emphsized on observing, questioning, exploring, and communicating. The integrated learning had been implemented at two different classes of SMPN 1 Banguntapan and SMPM Piyungan in Bantul regency, Yogyakarta. The task resources were selected from ELLIS units involving sixteen units. Of quesionnaires and interviews, the results indicated that the developed tasks had already met the standard of learning competence at the level. Teachers and students responded in several aspects, namely; learning objective, content material, integrated language skill exercise, and self-evaluation availibility. Thus, the integrated tasks conclusively helped the students achieve better and easier understanding, promotes learning interest, and evaluate their own learning and progress, inasmuch as these tasks equipped with the individual and group exercises. This study implies that combination of TBLT and ELLIS generated better opportunities to create more innovative English teaching.

The study aimed to investigate how Question-Answer Relationships (QAR) through Google Classroom (GC) develop the vocational school students’ reading skill and expose the benefits of its implementation. QAR through GC was expected to fulfil the students’ need, especially improving their reading skill. The data were collected by test, observation, interview, and questionnaire. The subjects of the study are the tenth graders of one state and three private vocational schools in Yogyakarta. The study employed classroom action research (CAR) consisted of two cycles included four steps: planning, acting, observing and reflecting. In the first cycle, the mean score of pre-test was 58.58. However, in the second cycle, the mean score of post-test was 69.85. The gain score between tests was 11.27, and the t score was - 3.72 (p-value < 0.05). This proved that Question-Answer Relationship through Google Classroom was effective to teach reading. In addition, the study revealed three advantages of implementing QAR through GC such as conducting interesting and safe medium online learning, helping students to discuss the material, and engaging the students’ motivation in learning reading.