This research was aimed in attempt to analyze and describe the EFL Teachers' Perception about Authentic Assessment. The EFL teachers at MA DI Putra Nurul Hakim were taken as subjects of this research. Descriptive research design with quantitative data was applied since the method of gathering the data was questionnaire with interview as the supporting method. In relation to the problem proposed, the current study found that the EFL teachers at MA DI Putra Nurul Hakim had positive perception about authentic assessment. It was proven that the EFL teachers had positive knowledge, point of view, belief, feeling, and behaviour towards authentic assessment.

This study is generally attempted to find the effect of Problem-Based Learning towards students’ critical thinking and speaking competence at SMA Muhammadiyah Mataram. This research applied experimental research using MANOVA. The population of this research was the students of SMA Muhammadiyah Mataram. The sample of the study was 29 students consisting of two classes. The results of the study show that there is a significant effect of Problem-Based Learning towards students‟ critical thinking and speaking. Research data found that the mean score of critical thinking was 74,50 and class control was 54,00; 0,05. While the mean for the speaking of the experimental class was 75.83 and control class was 60,45; 0,05. It can be concluded that the use of Problem Based Learning has a positive effect on students‟ critical thinking and speaking competence and has correlation both of them at the SMA Muhammadiyah Mataram.

Developing an English cohesive and coherent writing requires an effort of connecting ideas grammatically and semantically. To explore this, we carried out a research study by analyzing fifteen journal abstracts from international journals in ELT whose impact factors are within the top 10 in the field. The data showed that the abstracts make use of integrated pattern, not relying simply upon a single pattern. The findings also suggest ambiguous relationship between some clauses, many of which rather represent inductive relationship; therefore coding them into the three thematic progression patterns in Eggins (1994) seemed to be less accommodating. Further research on this subject would then require more sophisticated research theoretical framework.

This research was aimed at finding out the effecton students’ motivation in speaking skill at SMAN 10 Mataram in academic year 2018/2019. The research was experimental with quasi experimental design. The population of the study was the tenth grade students of SMAN 10 Mataram that consisted of five classes. Two classes were chosen as the samples, those were X MIPA 1 as experimental group and X MIPA 2 as control group. They were chosen by using cluster random sampling. Experimental group treated by using flashcard and control group treated by using word wall. The data of the research were gathered from questionnaire test and the data analysis used inferential analysis. Based on the data analysis was gotten t-test = 3.801 and t-table = 1.684. It means that t-test was higher than t-table (3.801 > 1.684) with signification level 0.05. So that way, alternative hypothesis (Ha) accepted and null hypothesis (Ho) rejected. Therefore, it took conclusion that there is effect of flashcard on students' motivation in speaking skill at SMAN 10 Mataram in academic year 2018/2019.

This study aimed to investigate the relative effect of Self-Regulated Strategy Development (SRSD) teaching approach on tertiary EFL students’ writing. During two months, sixty EFL University students enrolling in basic writing course took part in this project and were divided into experimental and control groups. Pre- and post-tests were carried out to garner the intended data pertinent to the students’ writing scores. A mixed-design ANOVA was carried out to analyze the changes of writing scores of the respective groups since the assumption of homogeneity of regression slopes for the planned Analysis of Covariance was not met. The statistical evidence showed that there was a significant difference between the two groups in terms of writing scores at the significant value sig .00 < .05. The data also suggested that students who were taught using SRSD relatively outperformed their counterparts in the control group. The empirical evidence demonstrates that the use of SRSD as an instructional approach to some extent positively affects EFL students’ writing skill.