Many types of learning strategies can be used by the language learners to make the learning process running well. However, in the doing the practice the students are identified have limited types of learning strategies and it makes them face many problems in learning. The aims of the study is to find the typical language learning strategies used by the English Department Students in speaking and reading in English. The result of the study showed that the level of the strategies used were still medium. Thus, the students of English Department are suggested to apply many strategies. it also hopes that the teachers are able to train sufficient strategy.Abstrak: Berbagai jenis strategi belajar dapat membantu pembelajar belajar bahasa Inggris. Namun demikian di dalam penerapannya, mahasiswa masih memiliki strategi yang kurang dan menyebabkan mereka mengalami kesulitan dalam belajar. Tujuan dari penelitian ini adalah untuk menemukan jenis strategi belajar yang digunakan mahasiswa Tadris bahasa Inggris di dalam berbicara dan membaca. Temuan penelitian ini menggambarkan tingkat strategi yang digunakan oleh mahasiswa masih sedang. Karena itu, mahasiswa dihapkan dapat menerapkan berbagai strategi. Para dosen juga diharapkan dapat melatih berbagai strategi kepada mahasiswa.

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills.

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.

English is one of the most spoken languages in the world, and many people are making English their main or additional language. Learning English is even more important for university students as they need to use the language in a classroom setting to learn, communicate and participate. One of the most common ways of teaching English is using Oral Corrective Feedback. The purpose of this study is to identify the perspectives of ESL/EFL students on the effectiveness of Oral Corrective Feedback. This study employed a quantitative method by administering questionnaires to 82 English language students supported by qualitative data from 9 students. The quantitative data were analysed using the descriptive method and Spearman's Correlation Analysis. The qualitative data were analysed thematically based on Lyster et al.'s (2013) interaction hypothesis and Dekeyser's (2020) Skill Acquisition Theory. The result showed a relationship between the level of proficiency and the student's perspective on whether they want their lecturers to correct their errors in speaking English. The results also indicated that different language proficiency resulted in different views on using OCF in the classroom. Students with advanced proficiency indicated that they do not prefer to use OCF in the classroom. However, it is also noted that other than the level proficiency, students' background knowledge might have contributed to the student's view on OCF. Several recommendations for future study have also been added in this study.

Salah satu tujuan dari Merdeka balajar dalam perguruang tingga adalah melahirkan lulusan yang memiliki daya saing dalam skala Internasional. Tadris Bahasa Inggris Fakultas Tarbiyah UIN Imam Bonjol Padang merupakan Program Studi yang diharapkan mampu melahirkan tamatan yang memiliki kopetisi global dan kreativitas untuk bersaing didunia kerja setelah menamatkan pendidikan. Dengan adanya pencanangan Merdeka Belajar oleh mentri Pendidikan dan Kebudayaan, sebagai respon perkembangan zaman yang sudah diwarnai oleh perkembangaan teknologi dalam bentuk digitalisasi, maka perubahan permintaan dan kebutuhan masyarakat akan lulusan Tadris Bahasa Inggris juga berkembang. Tidak hanya untuk menjadi guru dikelas para tamatan Program Studi ini diharapkan mampu menjadi para professional d pada bidang pengajaran bahasa Inggris dengan memanfaatkan ketersediaan teknologi dan sumberdaya lainnya seperti menjadi erterpreneur pembelajaran bahasa Inggris Online, kursus Online, ELT Aplication Creator dan lain -lain. Untuk merespon hal ini maka pihak Program Studi disamping mampu menciptakan program dan mengadakan penyesuaian terhahadap kurikulum yang dipakai pihak Prodi juga diharapkan mampu merespon Kebijakan Merdeka Belajar sehingga mampu meningkatkan kompetensi yang dimiliki oleh calon lulusan. Untuk itu, perlu adanya kajian yang membahas tentang Kesiapan dan Prospek Kerja Mahasiswa Tadris Bahasa Fakultas Tarbiyah dan Keguruan UIN Imam Bonjol Padang.