The study was aimed at investigating the students’ and teacher’s perceptions in utilizing technology-based classroom instruction in learning English for specific purpose (ESP) as an effort of enhancing the quality of students’ participation. In education, active participation of all stakeholders such as students, teachers, and policy makers is important so that the education goals can be achieved. The development of industrial revolution 4.0 disrupts every aspect of life including education. Teacher should take advantage of the current technology development for enhancing the quality of teaching process. The study employed survey study research method. One teacher and 72 students from nursing department were involved in the study and an electronic questionnaire with close-ended and open-ended questions was used to collect the data. The data was analyzed with the stages of data collection, data reduction, data display and conclusion drawing. The findings of the study showed that both the teacher and the students have perceived positively towards the project based learning in their ESP class. In addition, this type of learning process enhances students’ active participation

Universitas Terbuka (UT)-or Open University- has been organizing Pendidikan Tinggi Jarak Jauh (PTJJ)-Distance Learning for Higher Education- since 1984. Along with the changing era, PTJJ has integrated the use of online technology with the aim that UT students can conduct the learning process through online media. The present study aims to measure the level of readiness of UT students in online learning after they received the EKBM (Edukasi Kegiatan Belajar Mandiri) lecture and how this readiness affects the results of UT students learning outcomes. The researchers applied a quantitative method in this study. The data were collected through a survey. The respondents were 350 UT students from various majors such as Public Administration, Accounting, Sharia Accounting, Sharia Economics, Communication Study, Librarianship, Management, and Primary Education. The findings showed that Sharia Economics students have a high readiness score while the Management students have a low readiness score. Unexpectedly, these Sharia Economics students have low learning outcomes. Meanwhile, Management students have high learning outcomes. It seemed that the students’ high readiness score in online learning outcomes could not guarantee the students learning outcomes.

Research on Oral Corrective Feedback, especially related to its factors, has become a topic that is still widely discussed in teaching English because various application contexts will produce different conclusions. That is why it is important to study this topic further where this research aims to test a group by applying a single pretest-posttest method by providing oral Corrective Feedback. The participants in this study were a lecturer and 27 students in a Speaking English for Academic Purposes (ESP) class at the State Islamic University in Malang, East Java. The results showed an increase in the mean score from the pretest to the posttest. This means that giving Corrective Feedback provides benefits during the learning process for students in improving. Several factors in Corrective Feedback can explain how students respond to the Corrective Feedback given so that Corrective Feedback can play a significant role in improving the competence of speaking English. It is hoped that by understanding the use of Corrective Feedback, teachers, lecturers and educational practitioners will better understand which types of Corrective Feedback can have a positive impact on improving English speaking competence for English learners as a foreign language.

Long-distance learning uses an online platform to transfer the knowledge. It has become a breakthrough in this modern era. The online learning brings many benefits to students, but it is also challenging to be implemented by the tutors in distance education universities. This paper tends to investigate the use of the guided-discovery learning (GDL) method in the psycholinguistics online tutorial class. The participants are the students of the English Education program in Universitas Terbuka, who take Psycholinguistics subject with online tutorial service. The methodology of this research is qualitative by using a case study. The researchers use the WhatsApp application as the platform in conducting the course. The students are required to follow the lesson step by step through WhatsApp. Based on the finding, this research reveals that there are two perspectives of the use of GDL toward psycholinguistics online tutorial class. The first perspective is in students that has two major advantages. The second can be seen from the learning perspective which also has two benefits of the use of GDL.

The article was to determine the Higher Order Thinking Skills (HOTS) based assessment in speaking and reading in English language learning in distance learning system. The method used qualitative research with a field study design. Collecting data through observation and interview. This research was conducted at SMA Muhammadiyah 4 Makassar with twenty English teachers. The results showed that the HOTS-based assessment in speaking and reading in English language learning within a distance learning system was carried out effectively by the English teachers. However, there were several challenges encountered during implementation, including technological limitations. Distance learning requires a stable internet connection and adequate devices, but not all students have good access to the internet, which can hinder teachers in effectively conducting speaking and reading assessments. Additionally, not all students have sufficient audio or video devices to participate in speaking assessments, which can hinder their ability to practice speaking clearly and listen well. Furthermore, there were challenges in providing direct and individual feedback in distance learning. In speaking assessments, timely and direct feedback is crucial for students to correct mistakes and improve their speaking skills. However, in distance learning, feedback was often given in written form or through recorded videos, which can result in delays and limit students' opportunities for improvement. Keywords: HOTS based Speaking, Reading Assessment, Distance Learning System