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.ibfiad-T,," itudy irveraigded thc Dultilirgu.l irlrructiorrl ',dd, oI The srrccess-of learning c€Irnot be separated aom the role of aD instudional model of leaming implemented by a teacher in tEaching' The h$uctioal mfoel is de6ned as a "-Lpt .r mi""orl 6ar guides teaciers'"ili tlr" #p: by-step lcaniDg procedures to achiev€ the objectives .r r*-.i -a-.r. ry€cific outcomes. In other words, the .,structro,ai model rs a concepnral fuTo..k of tt" g"t",'ut "'t Jlrg -d f""_ing proc.edures , i-"g.g O. sEtdenrs' leaming experienes to aclrieve the teamiag objecdves *or"-"ii"t""ry ftuit.a-ing prog;-*iifi'ao", not adopt a partietar model lr l tead^^t9 rSsucesl{l reu ing -dfi, il. the objectives "rril.n-g t"'u" "iii*"a (Ggrter etal., 1990 i"qrir"a trr"iom"i"nt &acher,s compctence (personal, social, pedagogical, intercultural' smotioral, and professional), i="r,i"g "-r"rr*, becaus€ it will bridge ard determino the success and Failure of rhe leamino orocess-and adrievement eftciattv in murtiringuar -a .-Jt"Jt-J rurg,-g" leaming as wer as ia psontren ,n:,r]-is (H"d-" & J.;;;. z600, 'nirlU-l u rro r. Bin-Tah,r & Rinanratrti. 2016).Mclt wsantren schmls have murtilingual teachers *{ro'are ;.p;;;; t".ct ing o" -uttilffi *[.i."i Lii ,rr", hced 6e complicated curric.ulum of oesantren which adotred hro or rhree kinds oi curricula ojxpns-ili"i#li |T.*'--eg:!""t curricurum, oeiec lrrrinisry or ruiigr* e-orr.i"-iorurn, and pesaarrea curriculum (BinTah4 20l l ) The three curricula were implemented separatity o, u "r.tuio a.y, difierent schedule, ana ,ritt aff.r"nt teacfer^s,. Likewiry in language curric.Ulum of pesantrcn, dre studenrs were compelea b lcam hard in fulfillrnent the need ofthose curricula. It means that the sbdents were dazed to 1""-L"g,rug". ,u"t ^ Indonesi4 Arabic, Enshsh. ard local languages bosed oo the three curricula io the differ"ot r"rr"aur", "io-i";#;il;;.:;ffi";";"fiLk.. The schools also &ced some obstacles in arranging the schedule -J ti,"y o".a"a more teachers to teach thos€ larguages. whereas most of their teachers^have thJmutttirgra c-np"trr.. to be empowered rn r-guug""t"Jlog m fulEll the ne.ed ofpesazrlez (Bin-Tahir, 2015a: 2015b..Based on rhe results of prelimhary studies in foreign languag es teaabin| a, pesantrer sdroots shows that the succcss or laaguage learnmg rs determined by the way of the &acher choices a fimiliar topic and simple dialogue that is absolutely used bv the studenrs in t&,eii dairy ri6 a. pesanren "ruit*.ari lrio-rrnir, zor r,laifurrlr--'pp.rifi uy 1:.T_t,13llr, ^ sant,ren wticy i1 ap-pi4"g EnbiO learniag in rhe fiid of science, e-Uii, b"-.j ii'Jigl* suDJects' and Indoneslan language in the field ofgeneral subjects or dre social *udies, white in dailv inteiactions]thev used dlose three languages it communication Clahir, 2015: Amri, et al., 2017.

One of the primary goals of learning and teaching process in EFL classroom is to enhance students' willingness to communicate (WTC). This study aims at exploring factors affecting willingness to communicate (WTC) in EFL classroom at higher institution in Indonesia. This study employed quantitative research method. Questionnaire data were obtained from seventy university graduate students (19 males or 27.14% and 51 or 72.86% females) major in English study program of Graduate Program State University of Makassar participated in this study. The data of the study were analysed using descriptive statistics which presented percentage, mean, and standard deviation (SD). The present study therefore reveals that the influential factors of EFL students' WTC are interested in speaking in group discussion if the topics discussed are interesting. Other evidences from the present study are: 1) the participants said that classroom discussion is the best way to practice speaking English, 2) they find it easy to have conversations in the classroom discussion, 3) they are excited to speak in front of the English class, 4) group discussions are the activities they enjoy most in English classes, and 5) they enjoy starting the group discussion with a number of critical questions.

Abstract-The overall aim of this study is to develop an authentic-based instructional material for writing skill. Therefore, the research applied Research and Development design and used ADDIE model which consists of five stages namely Analysis, Design, Development, Implementation, and Evaluation. A Questionnaire was given to the third-semester students in Education Department of UIN Alauddin Makassar as the instrument to find out the students' need analysis. After designing the product, the material was validated by two experts and then implemented to the students. The implementation process of the authentic-based instructional materials was done twice in a small number of students consisted 10 students as the first try out and in a large number of students consisted of 30 students as the second try out. Then, evaluation of the materials was given by the experts, the lecturers, and the students. Data were analyzed using percentages and charts. In addition, the analysis of the data shows that most students, lecturers, and the experts gave positive responses towards the developed materials. The material was revised three times by considering the comments and suggestions by the experts, lecturers, and the students. The model of the developed materials consisted of some aspects namely goal, topic, activities, approach, media, genres, content, and testing strategy. Moreover, the learning process consisted of four parts namely discussion, pre-writing, writing, and post-writing.Index Terms-writing, authentic material, instructional material, research and development, ADDIE model

The discrepancy between students' preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students' writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students' preferences and teachers' practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers' practices and students' preferences for written feddback. Based on the profile of students' preference and teachers' practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.