This paper investigates the most influential factor of anxiety in the English for Specific Purposes (ESP) context through classroom observation and questionnaires in a private vocational higher education in Indonesia. It also explores the differences in the anxiety level based on the year of study. One hundred seventy-one students participated in the study. The Foreign Language Anxiety Classroom Scale (FLACS) questionnaire was adapted to find out the students' anxiety levels. The questionnaire was administered using Google form, then collected and statistically analyzed using SPSS. It was revealed that the most influential factor of students' anxiety was the domain of Communication Apprehension. Furthermore, the ANOVA test showed that all students in each year suffered from anxiety. The most notable cause of the Communication Apprehension domain was performing without preparation. Self-negative evaluation was the primary cause of the Fear of Negative Evaluation domain. Meanwhile, for the domain of Test Anxiety, failure in language tests was the principal reason. This study implies that teachers should frame pleasant communication in the classroom as well as create fun and collaborative activities to reduce students' anxiety.

Pemilihan siswa berprestasi  disetiap sekolah pada umumnya dinilai berdasarkan nilai raport. Siswa yang nilai raportnya menduduki peringkat 1 sampai 3 tingkat sekolah akan dianggap sebagai siswa berprestasi dan berhak mendapatkan beasiswa. Sistem pemilihan siswa berprestasi yang hanya berdasarkan aspek akademik dan non akademik membutuhkan suatu perhitungan yang tepat,cepat dan akurat. Seiring dengan perkembangan ilmu pengetahuan dan teknologi, maka sudah saatnya dimanfaatkan untuk membuat suatu sistem pendukung keputusan penilaian siswa berprestasi yang dapat melakukan perhitungan dengan cepat, tepat dan akurat serta menyediakan informasi nilai raport untuk berpartisipasi aktif mengawasi kegiatan belajar akademik. Pemilihan siswa berprestasi dengan metode Preference Ranking Organization Method for Enrichment Evaluation (Promethee) merupakan suatu model yang digunakan untuk mencari alternatif yang ada berdasarkan multi kriteria. Kriteria yang digunakan terdiri dari 4 kriteria yaitu nilai absensi, akademik, ekstrakulikuler, dan kepribadian.Pemrosesan model ini memerlukan matrik keputusan yang kemudian dilanjutkan dengan proses normalisasi matrik keputusan yang menghasilkan nilai Leaving Flow, Entering Flow dan Net Flow yang digunakan untuk proses perankingan.

English language teaching (ELT) has always been an interesting field to explore both in second and foreign language context. This volume provides a comprehensive understanding of ELT from its principles to practices. This book discusses the challenges and opportunities in ELT and how to address them effectively. The book consists of 20 chapters and is divided into two parts written by experts in ELT in different topics and contexts. The first part presents the theories, research, and principles in ELT which lead to approaches that can be implemented in areas such as teaching, the use of local languages, and assessment. The second part presents the pedagogical practices related to specific skills, such as writing, reading, listening, speaking, pronunciation, and vocabulary. It also presents some studies in specific areas such as the integration of technology, ELT for vocational purposes, and so forth.The first part consists of seven chapters, starting with Renandya and Widodo presenting theoretical frameworks of all chapters in the book and exploring principles in ELT. Jacob and Renandya in chapter 2 explore the student-centered learning approach in ELT, including its principles, components, and application. Mahboob and Lin in chapter 3 discuss the roles of local languages in ELT, investigate the use of them in ELT, and introduce the concept of the multimodalities/entextualization cycle in integrating local languages in ELT. Meanwhile, Macalister in chapter 4 criticizes the absence of language learning principles in ELT practices and teachers' inadequacy in utilizing the course books that lead to the ineffectiveness of ELT. Related to English as an international language, Tomlinson in chapter 5 argues that teaching English should focus on students' needs as non-native speakers who need English for communication, rather than for academic purpose only. In the assessment chapter, Brown elaborates on types of assessment in current ELT and presents the issues to help teachers use more effective methods of assessment. Lastly, in chapter 7 Farrel focuses on teachers' journal writing and investigates whether it promotes their reflective practices.The second part that consists of thirteen chapters starts with Renandya and Jacobs proposing extensive reading and listening strategies as an alternative way to provide input for English learners. They also present the principles and challenges during the implementation. Chang in chapter 9 demonstrates a wellconstructed design of teaching English listening which includes pre-listening, while listening, and post listening activities and provides techniques that the teachers can use in listening class. Zhang in chapter 10 recommends the implementation of teaching reading in English classes by outlining the models of reading and then presenting the effective strategies in reading and viewing in L2 classrooms. Goh in chapter 11 presents the principles in teaching speaking and elaborates on three strategies: pre-task planning, task repetition, and metacognition enhancement. Newton in...