The emergence of the Covid-19 as the global pandemic with its social and physical distancing consequence has affected educational practices. This paper reports the expereince of carrying out a study on applying youtube video for writing of descriptive text in EFL Class. The purpose of this research was to find out whether the videos can develop students’ ability in writing descriptive text or not.  The study took place in the time before and during the covid-19 emergence. As quantitative research, this study applied pre-experimental design. The participant of this research was the 1st year students of one of the prominence senior high schools in Manado, Indonesia. They were 26 students of language class. The results indicated that the mean score of the post-test is significantly higher that of the pre-test. This points out that the use of YouTube video in teaching the writing of descriptive text is effective. However, the emergence of Covid-19 pandemic influenced the implementation of intervention that later affected students’ achievement. The result of this study is not fully in line with the outcome of the previous studies which hypothetically resulted in two to four gains of scores. In addition, it implies that the use of YouTube video in this pandemic transition period seems to be helpful mostly to low level students as they displayed higher gains. Besides, this study denotes the challenges for teachers and students in the Covid-19 pandemic era namely the competence in online learning, and the internet connectivity access and learning mode system.

The aims of this research are to describe how is the process of teaching listening and pronunciation by using songs and to find out if the use of songs can help improve students’ pronunciation and listening skill at English education department. This study is a classroom action research. The population of this research was students of the second semester at English Education Department. The sample of this research was class B in Intermediate Listening subject and the total students involved  in this research were of 23 students. The instruments of this research were tests, in the form of oral test and written test, observation sheetsand documents. The implementation of this research was conducted in two cycles, every cycle consisted with the steps of planning, acting, observing, and reflecting. The findings in the analysis show that the action research was successfull, because the results of quantitative data obtained for the first cycle was 39.3 % of the total number of students declared not succeeded and the second cycle 86.9 % of the total number of students declared successful and the results of qualitative data through observation sheets and documents showed that the use of songs can improve students’ pronunciation and listening skill. There is an increase in student learning outcomes of intermediate listening subjects after using the songs in teaching and learning activities. Based on the findings it is concluded that the use of songs could improve students’ pronunciation and listening skill. Furthermore the use of songs is effective as a media to improve students’ pronunciation and listening skill. Thus this research may suggest that the use of songs should be used routinely in each learning activity because in the activity the students would be able to comprehend what they learn. It is recommended, the use of songs which are simple, enjoyable, pleasurable, comfortable, and easy to learn may help students’ learning. Key Words: Songs, English Foreign Language, Pronunciation, and Listening

This study aimed to analyze EFL students' perceptions of the characteristics of the English language teachers and find out whether there is any difference in the student perceptions of the characteristics of effective English teachers based on gender. This study is quantitative. The research design used in this study is the descriptive and comparative research design. The descriptive design was used because the purpose is to examine and describe the students' perceptions of the characteristics of effective English language teachers. The questionnaires also consist of the respondents' profiles such as gender and 24 modified items of questions regarding students' perceptions of the characteristics of effective English teachers.  This study involved 120 respondents from grade 11 of science, social, and Language class. The results of this study showed that students' perceptions of the characteristics of effective English teachers were found to be high involvement since the mean score was 3.08. The result of this study also found that there was no significant difference in the EFL Students' perceptions of the characteristics of effective English teachers based on gender since the result got p= 0.018. Another result of this study found that socio-affective skills are the distinctive characteristic that teachers must have to call an effective English teacher since the mean score was 3.45.

The purpose of this study is to describe listening comprehension problems faced by students when taking the TOEFL-like test. This research is a descriptive research. This research is also categorized as a survey, the broad area of survey research encompasses any measurement procedures that involves asking questions of respondents. Furthermore, the researcher gave questions to the sample in form of questionnaire to get the data about listening problem faced by students taking TOEFL-like. In this research, the researcher used the questionnaire to collect the data. After discussion in the previous chapter, finally leads the researcher to make conclusion from what have been already discussed. The conclusion is among the twenty indicators, all the indicators came from various sides, such as: students' side, TOEFL organizer, material, listening equipment and another supported thing that related to the activity on TOEFL test especially listening skills.

Through psychology we can learn about how students ' attitudes and behaviors in acquiring and learning languages while through linguistics we can learn about language concepts and structures. At the stage of language acquisition, there are four phases of language acquisition in the child (1) the level of the (starting from age 0 sampai1 years), (2) period of holophrase (starting at the age of 1 to 2 years), (3) The two-word greeting period (starting at 2 to 2 years 6 months) (4) The starting period of grammar (starting at 2 years 6 months – up to 3 years and above).  And the four advanced stages are; 1. Sensorimotor stage (birth up to age 2 – 3 years), (2) Pre-operational stage (3 to 6 or 7 years old) (3) concrete operational stage (aged 6/7 years to 11 or 12 years), (4) Formal operational stage (12 years old to adulthood). While language learning is done formally in formal settings, For example language learning in the classroom. It is not important to learn anywhere while not in the classroom as long as the process of learning is directed at the mastery of the rules of the language consciously by educators as well as learners, the process is called learning. During the formal and informal learning process, the psycholinguistic process works to acquire language knowledge through a study. So this interdisciplinary can lead educators to understand the process that happens in every student who is faced with when they are trying to understand and identify the material understanding in language learning presented in the classroom.