This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.

In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders' SEC and their English academic achievement. This study provided not only the correlation but also the results of the students' SEC, their English academic achievement, and the contribution of the students' SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students' SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students' SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students' English academic performance.

The study aims at finding out the effect of the Cloud Collaborative Reflective Strategy (CCRS) on English Pronunciation. It was an experimental study with pretest-posttest control group design, and the forty samples of which were randomly taken from the population of seventy-nine pre-service teachers in their teaching practice. The data from the pretests and posttests were taken by recording class opening sessions of the pre-service teachers in experimental and control groups, and then they were rated using a percentage of the correctly pronounced word toward total words pronounced. The t-test was used to analyze the effects of CCRS improvement. The strengthen the data, a questionnaire measuring their perception toward the strategy was distributed. The results from the paired sample t-test in the experimental group show that there was a significant difference in scores for pretest and posttest. From an independent t-test, it was found out that that there was a significant difference in scores of posttest in experimental and posttest in control. Students' perceptions toward this strategy, as seen from their response to the questionnaire, is supportive of the findings. They perceived the strategy as helpful toward their pronunciation improvement. This result suggests that CCSR affects the improvement of pre-service teachers' pronunciation.

The objectives of this study were to find out: (1) the social media which is the most frequently used by the English Education Study Program students, (2) the correlation between the use of social media and academic writing mastery of the students, and (3) the contribution between the use of social media and academic writing mastery of the students. Thirty five students were chosen as the sample by using purposive sampling method. The data were collected through questionnaire and documentation. Pearson Product Moment Correlation Coefficient was used to analyze the obtained data. The result showed that there was a significant correlation between the use of social media and academic writing mastery of students of English education study program (

<span lang="EN-US">Previous studies found that academic motivation has a role in affecting academic performance. Along with that, the experts lately investigate mindfulness as one of the cognitive aspects related to student’s performance. This study aimed to find out the correlations among mindfulness, academic motivation, and academic performance in the context of English as a foreign language (EFL) student in Indonesia. Using a quantitative correlation design, this study involved 170 students from English education study program in a university in Indonesia. Five Facets Mindfulness Questionnaire (FFMQ), Academic Motivation Scale (AMS), and grade point average (GPA) official data were used as data collection instruments. Furthermore, to measure the correlation and contribution between the variables, Pearson product-moment correlation coefficient and regression analyses were conducted. The result of this study showed that most students had low mindfulness scale, high AMS with a dominant extrinsic motivation type, and very satisfactory GPA. However, there was no correlation among mindfulness, academic motivation, and academic performance. Moreover, it was found that only amotivation subscale has negative significant correlation with academic performance.</span>