The aims of this areticle are firstly to explore the application of 4/3/2 technique in enhancing learners' speaking fluency and to exspose how fluency practie can help students' improve their speaking ability. The research was conducted at a language school in Indonesia involving 20 first year students at the University of Lampung The students were divided into two teams the speaker team and the listener teams. The speaker team was given the opportunty to speak for three speaaking turns: four minutes, three minutes and two minutes. Later, the teams change roles the speakers become listeners, the listeners became speakers. The topics of the talks are determined by the group prior to the application or the actitivites. The results showed that students improve their speaking accuracy and fluency.during three speakiing turns.

This study was aimed at investigating negotiation of meaning among Indonesian learners of EFL in English interaction. It was also intended to examine which type of tasks stimulate the learners to negotiate meaning. Forty undergraduate students were involved in this study. Information gap, Jigsaw, and Role-play tasks were given to students for dyadic interactions. The results show that the information gap tasks were more productive than the other two types of tasks. The study also shows that more interaction and negotiation of meaning were produced by the learners in the same gender and the same proficiency dyads when they were assigned the information gap and jigsaw tasks.

This article is an attempt to formulate and design a comprehensive rationale in formulating standard of communicative competence of English for Indonesian learning English as a Foreign Language (EFL).The study focuses on the perceptions of teachers and students on what communicative competence means, and how they perceive each component of the communicative competence of English. This research is a quantitative research concentrating on finding out the perceptions of English teachers and students on communicative competence in Indonesia. The participants consist of 31 English teachers of junior and high schools in Bandar Lampung, 37 non-English Language Teaching (non-ELT) students, and 56 English Language Teaching (ELT) Students. Fifty questions are designed to find out the teachers' and students' perception of communicative competence and its components. The questions were grouped into five categories: definition of communicative competence, linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. Through ANOVA statistical analysis, it was found that English teachers' perceptions on definition of communicative competence and strategic competence were not significantly different from non-English Language Teaching (non-ELT) students and ELT students. Teachers differed significantly in perceiving the linguistic, sociolinguistic, and discourse competence from that of non ELT and ELT students

The objective of this article is to explore the effectiveness of a method of teaching English as a foreign language in Indonesian higher institutions called project based Content Language Integrated Learning (CLIL) higher education institutions. The design proposed was based on the principle of language integrated learning (CLIL). Quantitative data were obtained from the scores of students' English proficiency before and after CLIL model application. While the qualitative data were obtained from the output of language produced by students during the learning process took place The results showed that CLIL English language course at higher education institutions in Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.

Abstract:This research aims to find out whether there is any significant interaction between motivation and learning style on students' English achievement in Bandar Lampung. This research is a non-experimental study with variant analysis study. The research involves 430 students of Science Department, Faculty of Teaching and Education, University of Lampung, Indonesia. Data were taken by giving a set of test in which validity and reliability are tested. Data for motivation and learning styles were taken from students' reponses to multiple choice questionnaire each consisting of 40 questions. The results of the analysis show that there is no significant interaction between motivation and learning styles on students' English Achievement. This means that the combination of motivation and learning styles cannot distinguish between high achiever students and the lower ones. Learning styles have significant influence on students' English achievement. Students with different learning styles have different English achievement. Motivation does not have significant effect on students' English achievement. Students with different motivation did not have different result of English achievement.