Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording,  teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success.   Keywords: EFL students, Oral presentation skill, metacognitive strategy training

This research was conducted to analyze the questions used by EFL students in Research on ELT ( English Language Teaching ) Class  at  University of PGRI Ronggolawe  Tuban. This research was conducted to know the types of questions applied by the students, the most dominant questions used based on the cognitive domains of Bloom’s taxonomy, and the students’ responses towards the questions. Descriptive qualitative research design was applied in the research. The subject of the study were the sixth semester students who took Research on ELT course. To collect the data, observation using Telegram application and interview were applied. The data were analyzed qualitatively to determine the cognitive level of each question according to revised Bloom’s taxonomy. The result of the data analysis showed that the students used empirical questions as the type of questions. The dominant question used based on the cognitive domains of Bloom’s taxonomy was Analyzing level or C4 which appeared 48%. It showed that HOTS questions were the most used at the classroom with the total 64%, while the LOTS questions only got 36%. The students claimed that they felt interested and glad to answer the questions. It can be concluded that the students of Research on ELT class had shown that they had ability to think critically.  

The purpose of this study is to describe the perception and attitude of teachers on curriculum changes in Indonesia in view of high school Biology learning in Lamongan Regency. The research applied descriptive quantitative  research design. Research subjects’ number 40 high school biology teachers in Lamongan. Data was collected by online questionnaire with Google Form. Data were analyzed by percentage statistics. The results of this study showed that the perception and attitude of the teachers on curriculum changes related to the planning of learning implementation was 55% in high category. Meanwhile, the teachers’perception  on curriculum changes related to the learning process of Biology was  100% in moderate category. The perception of the teachers on curriculum changes related to the assessment of Biology learning was 87,5% in very high category. It can be concluded that the perception and attitude of teachers on curriculum changes were considered positive. However, it is suggested that the policy makers and the practitioners of education to improve the quality of Biology learning process  in accordance with the applicable curriculum. For other researchers to focus more on the perceptions and attitudes of teachers on curriculum changes in terms of the implementation of the biology learning process.

This study is intended to describe 1) the language learning strategies used by male and female students with high speaking performance in their oral presentation and 2) their reasons of using certain language learning strategies. This study used descriptive qualitative method. The subject of the study were ten high proficiency students consisting of four male students and six female students. Questionnaire and interview were used to collect the data. The data from the questionnaire and the interview were analyzed descriptively. The result indicated that all of the students from high proficiency level used all learning strategies, including memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. The students were categorized as medium users of language learning strategy. High proficiency male students used compensation strategy (3.85) the most frequently, followed by meta-cognitive strategy (3.63) and social strategy (3.37). Meanwhile, high proficiency female students used cognitive strategy (4.02) the most frequently, followed by compensation strategy (3.77) and metacognitive strategy (3.72). Both male and female students had some different and similar reasons of using certain language learning strategies for their oral presentation task.

This study focuses on the perceptions of students and teachers regarding the use of ICT media in learning English.  This study also aims to determine the attitudes of students and teachers about the use and benefits of ICT media in learning and teaching in English classes and to find out the problemsfaced by teachers when using or operating ICT media in English classes.  This study uses a descriptive quantitative approach applying survey.  Data was collected from a survey in the form of giving a questionnaire or questionnaire, which involved 10 randomly selected students from grades VI and VII and two English teachers at SMP PGRI 3 Tuban.  The quantitative data obtained were analyzed by calculating the percentage of each item and the average to draw conclusions descriptively.  The findings of this study revealed a positive response from teachers and students regarding the use of ICT media in English classes, students felt that learning English using ICT media was more fun and not boring in class, they were also more enthusiastic in participating in English learning in class.  class, students also feel more understanding of English material when the teacher uses the TIK or ICT to teach in the classroom.  The teacher also responded very well where the teacher agreed with the use of ICT media in the classroom and the teacher felt the benefits of using the media but there were several obstacles faced by the teacher when using ICT, such as operating constraints.  This study provides insight into how students and teachers view ICT as a teaching and learning tool that can help provide a better English learning experience, as well as identify the barriers teachers feel when using ICT media.