This case study research aims at knowing the impact of direct feedback on EFL students" writing skill. This research was done on the fourth semester students of English Education Department in STKIP Suar Bangli. Totally, there were three students selected to be the subject. The students were assigned to write short essay consisting of 6-7 paragraphs, then it was returned after direct feedback was given. Next, the students were assigned to write the new one. It was then analyzed qualitatively. Based on the result of data analysis, it was discovered that there was no significant impact of direct feedback on students" writing quality. The students still made the same mistakes as before. It implies that the use of direct feedback should be reduced in writing. One of the most esential issues in writing is feedback. According to Asiri (1996), feedback is helpful in encouraging students not to consider what they have written as a final product and in helping them to write multiple drafts and to revise their writing several times, in order to produce a much improved piece of writing. From the given feedback, the students are expected to learn or to make reflection so, the same errors will not occur anymore. Furthermore, Kroll (2003) notes, "second language writers often benefit most and make the most progress when teachers contribute to this goal through a variety of intervention strategies available in classroom settings". One of these intervention strategies provides feedback to students" writing, the common practicethe written feedback. Furthermore, throughout the different stages of writing, giving feedback is essential in order to help students improve their writing piece (Ismail, Maulan & Hasan, 2008).The next problem arises in the method of giving feedback so, it is effective. According to Shirzad, Nejadansari, and Shirzad (2015), providing feedback to students" writing errors has always been one of the teachers" difficult tasks. Feedback given must be appropriate to the target. It means that the method suitable for students" need. Some of the students feel direct feedback good for them, but the rest might like indirect feedback. In addition, certain students might be uncomfortable on the feedback. They were down when the errors were shown to them. As the consequence, they became reluctant to write.In relation to writing nature covering both cognitive and linguistics aspects, giving good proportion of feedback to them. According to Jamalinesari, Rahimi, Gowhary, and Azizifar (2015). Though L2 writing teachers were aware of students" perceptions of written

Abstract. This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students' writing competency and selfregulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students' writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students' writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students' writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students' writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students' writing competency, and 5) there is a significant interaction between teaching model and assessment type on students' self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students' writing competency and selfregulated learning.

The purpose of this research is to develop a product and this research uses the research and development method level I from Sugiyono (2019). The steps in developing this research are (1) Potential and problems (2) Literature study (3) Gathering information (4) Design product (5) validate product (6) Design is assessed. The instruments used in this research were observations sheet, lists of interview, and questionnaires. The observation sheet was used to observe the needs and problem that facing by the vocational school students. The lists of the interview were used to make sure the needs of teachers and students. And the questionnaire was used for product validation/product valuation by experts. Based on the recapitulation of experts’ judgment validation, it showed that the developing course book of food and beverage services obtained the best category with score 116 obtained from the first expert, 120 obtained from the second expert, and 123 obtained from the third expert, so the mean score is 119,6. It can be concluded that the mean score is greater than 104.88 with the best category, so the material developed is valid or gets the best category and suitable for students, but there are some points that must be revised based on comments from experts

This research aimed at discovering the readiness of English teachers in implementing authentic assessment in Senior High Schools which would implement curriculum 2013 in Bangli Regency. This is an evaluative study with discrepancy analysis approach proposed by Provust. Here, the ideal implementation of authentic assessment was compared to the real implementation by the English teachers. Two English teachers in SMAN 2 Bangli and SMAN 1 Tembuku were taken as the subjects of the research. The objects involved planning, executing, and reporting of authentic assessment in the form of portfolio, performance, project, and self-assessment. To collect the data, three rubrics for planning, executing, and reporting with Likert scale were used. This research discovers: 1) in terms of planning, the teachers' readiness is classified into average, 2) in terms of execution, the teachers' readiness is classified into not ready, and 3) in terms of reporting, the teachers' readiness is classified into not ready. There were three main problems faced by the teachers in implementing authentic assessment, namely: a) lack of authentic assessment knowledge, b) lack of experience in designing authentic assessment, and c) lack of sharing from friends who get workshop about authentic assessment. From this research, it is suggested that a) teachers to join workshop and to read references about authentic assessment, and b) government should held more workshop about authentic assessment.