Abstract-Politeness is basically the study of knowing the way people use certain languages while they are having communication. In a language pedagogy, it does not rely on the Brown and Levinson theory of politeness to form the basis of teaching "politeness phenomena;" rather, there should be an attempt to raise cultural awareness. Moreover, it proposes the learning of politeness in a foreign language is a process of "reframing", re-analyzing existing frames regarding the linguistic behavior that generally occurs in a certain context. This paper, therefore, aims at investigating politeness strategies used by the students and teacher in EFL, and the effect on good values applied in EFL. The study adopted qualitative and quantitative method. Furthermore, 30 students were involved in the research. However, two instruments were used such as recording and observation. The result reveals that 40 % utterances applied positive politeness strategies, 30 % negative politeness strategies, and 30 % bald on-record strategies. Meanwhile, the activities showing positive utterances are positive academic instruction, motivation, classroom management, and evaluation. Those bring about: 1) the positive values such as positive utterances in giving opinion; 2) avoiding direct expression of disagreement; 3) changing instruction into awareness.

Anxious students are often concerned about the impressions that others form of them. When such students are confronted in a classroom with a learning situation that makes them uncomfortable, they may choose to withdraw from the activity. Some learners believe they cannot perform in English and consequently form negative expectations, which in turn lead to decreased effort and the avoidance of opportunities to enhance their communication skills. The goal of this study was to identify those factors, as perceived by students, that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign language.

Anxious students are often concerned about the impressions that others form of them. When such students are confronted in a classroom with a learning situation that makes them uncomfortable, they may choose to withdraw from the activity. Some learners believe they cannot perform in English and consequently form negative expectations, which in turn lead to decreased effort and the avoidance of opportunities to enhance their communication skills. The goal of this study was to identify those factors, as perceived by students, that may contribute to anxiety, and those factors that may reduce anxiety in an attempt to understand more fully the role that anxiety may play in learning a foreign language.

This study aims at investigating educational technology in writing. Prowriting is one of the application that used to support writing. It is a systematic system to support writing. It covers grammar, style, and summary reports. Therefore, it essential to use Prowriting in writing class. The mixed-method as a research design on quantitative and qualitative. Parallel design where both of data taken concurrently. The students of the non- English department, 25 students of Akademi Farmasi Kusuma Husada Purwokerto got involved in this research. Writing criteria are also measured as interrater in this research. It results in the means of all requirements. Globally, Purpose, Audience, Coherence, and Unity are 2.46,2.3,2.3, 2.3, and 2.13. Besides, the writing captured from Prowriting is grammar, style, and spelling. Those are illustrated in the summary report. Moreover, it describes students' engagement, improved writing results, self-learning (learning at the own pace), and the educational technology system's progress.