The research is the action research aimed at investigating to what extent Reciprocal Teaching overcomes learners’ barriers to effective listening and identifying the situation of teaching and learning when Reciprocal Teaching is employed. Several techniques: interview, observation, and test were applied to obtain the data. The mean score of two raters was calculated to derive the qualitative data; Constant Comparative Method was implemented to analyze the qualitative data. The research result showed Reciprocal Teaching implementation could overcome learners’ barrier to listening including detecting the keywords; recognizing grammar and vocabularies; and discriminating distinctive sounds. The enhancement of Reciprocal Teaching illustrated form mean score of pre-test was 37.4; post-test 1 was 70.4; and post-test 2 was 81. The use of Reciprocal Teaching also optimized the class situation: learners felt encouraged to be receptive to communication in active listening; they got freedom to mind their ideas; and they were more engaged to do mutual task. Considering the finding of the research, the lectures are recommended to use this research for guiding heir learners to solve listening barrier through Reciprocal Teaching.

The present study attempts to describe whether or not and to what extent Collaborative Learning can enhance the college students' critical thinking in writing, and identify the class climate when Collaborative Learning is implemented. The data of the research were obtained using several techniques including interview, observation, document, and test. The qualitative data were analyzed by using Constant Comparative Method, while the quantitative data were obtained by finding out the mean score of the two raters. The finding of the research showed that the implementation of Collaborative Learning enhanced: (1) students' critical thinking including: (a) providing appropiate arguments; (b) expressing proper evidence to support their arguments;(c)give alternative point of view; (d)drawing clear conclusion. The enhancement of the students' scores could be proved that the mean score of the pre-test was 50.46; the post-test 1 was 71.15; and the post-test 2 was 81.67. Twenty six students from 35 students had fulfilled the criteria of passing grade which was 75 in post test 2; and (2) enhanced the class climate including: (a) students' attention to the teaching and learning process was getting better; (b) students got more alive condition; (c) the students' responsibility increased; (d) the students' self confidence and ability to express themselves improved. Considering the inspiring result of this research, it is recommended that English lecturers are able to use this research for: guiding the students to explore their critical thinking through Collaborative Learning; and being creative to make the class climate interesting by implementing Collaborative Learning

The research aims at investigating to what extent PechaKucha optimizes English as a foreign language (EFL) learners’ speaking fluency and identifying the class climate when learners implement PechaKucha. The data of the study were derived through classroom observation, pre and post-tests, field note, and interview. Constant Comparative Method was used to analyze the qualitative data while the mean score of two raters was found out to obtain the quantitative data. The result from this research indicated that the exploration of PechaKucha optimized EFL learners' speaking fluency including improving the speed of learners' speech and words per minute; increasing articulation rate; strengthening phonation time ratio; reducing the frequency of silent pause; avoiding filler words; and decreasing disfluency in spontaneous speech. The enhancement of learners’ score showed from the mean score of pre-test was 65.8; post-test 1 was 73.4, and post-test 2 was 82.3.  The use of PechaKucha also improved the class climate: EFL learners were involved actively to present course material and their responsibilities to work in pair increased. Considering the research findings, it is suggested that teachers and lecturers implement PechaKucha for assisting the learners to enhance their speaking fluency and creating the effective class climate.

The present study attempts to describe whether or not and to what extent FlippedClassroom can optimize the college students’ ability to find out the main idea inlistening, and identify the class climate when Flipped Classroom is implemented. Thedata were derived using several techniques including interview, observation, document,and test. The qualitative data were analyzed using Constant Comparative Method; thequantitative data were obtained by finding out the mean score of two raters. The findingof the research showed that the implementation of Flipped Classroom optimized: (1)students’ ability to find out the main idea including: (a) finding out appropiate topic; (b)describing the location of main idea;(c)providing the meaningful supporting sentences.The enhancement of the students’ scores could be proved that the mean score of pre-testwas 65.1; post-test 1 was 72.5; and post-test 2 was 81.1. Twenty two students from 29students had fulfilled the criteria of passing grade which was 75 in post test 2; and (2)enhanced class climate including: (a) the students were involved actively to previewvideo before class; (b) the students liked to discuss the meaning of target language; (c)most students were encouraged to work with their classmates due to mutual project.Considering inspiring result of this research, it is recommended that English lecturersare able to use this research for: guiding the students to explore their ability to find outthe main idea through Flipped Classroom; and being creative to make class climateinteresting by implementing Flipped Classroom.

Cohesive devices are crucial points recognized as essential features of a good essay, yet employing them in an essay appropriately becomes problematic for learners. This study analyzes qualitatively cohesive devices to investigate EFL learners. It aims at examining how EFL learners apply cohesive devices in argumentative essays, the frequencies of cohesive devices errors in their writings, and the possible causes of EFL learners to produce cohesive devices. Twenty-five learners of the Department of International Relations, at a university in Ponorogo, were requested to produce argumentative essays that consisted of five paragraphs. Twenty-five essays had been identified with the number of errors of grammatical cohesion. Those errors were then analyzed to determine the possible causes affecting the learners’ errors. The find revealed that the number of grammatical cohesion utilized by EFL learners reached 2172, while 168 obtained errors. There was a heavy reliance on cohesive item use. The intralingual transfer mostly influenced the errors produced than the interlingual transfer. The intralingual errors percentage represented 96,9%; interlingual transfer errors reached 3.03%. It occurred due to the learners’ inability to employ the grammar rule. Hence, lecturer should employ the strategies for learners’ writing ability development, such as implementing collaborative learning, delivering the feedback, exposing learners to exercise, and applying a learning management system to result higher level of cohesion.