The present study investigated an English teacher’s belief regarding the best strategies to learn and teach English. A case study was employed as it explored a case (an English teacher) in depth. In-depth interviews were carried to gain deep understanding about the participant’s belief. This study reveals that he has been learning English for roughly ten years and his motivation changed from being forced to learn English (external) to having internal motivation. He believed that quality teacher affects his motivation to learn English. Concerning his personal theory about best way to learn English, he argues that there is no any best way to learn English. Instead, he believes that there are other effective approaches fitting different learning purposes. For him, the key feature to learn and teach English in his context is exposure to the language. He also believes that doing some changes like how he evaluates the learner’s skill can reduce the students’ negative feeling. He admits that these preferences as the reflection of this previous learning experiences form all his experiences in learning.

Pengadangan Barat Village has been designated as a tourist village in 2021, however it has not shown its existence as an attractive rural tourist destination to visit upto the present. This is due to the absence of a master plan for the development of tourism. This study aimed to map the tourism potential of Pengadangan Barat Village as well as the opportunities and challenges of its development into a village-based tourist destination. Using qualitative research method, this research involved the village government, members of tourism awareness groups, and village communities to become informants. Data were collected through participant observation techniques, FGDs, interviews and documentation and were analyzed qualitatively. This research revealed three categories of tourism potential owned by the Pengadangan Barat tourism village, namely natural potential, cultural and historical potential, and human resource potential. This research also concluded that western tourism villages can be developed into destinations for educational tourism, agritourism and sports or adventure tourism. The challenges of developing this village were  in the form of the capacity of members of tourism awareness groups, village government policies, community participation and competition with other tourism villages. These challenges could be addressed by conducting intensive communication and cooperation with various relevant parties and asking for assistance from practitioners and academics.

Keterampilan berbicara merupakan satu dari empat keterampilan berbahasa yang perlu dimiliki oleh setiap individu agar mereka berhasil dalam mengkomunikasikan pemikirannya kepada orang lain secara efektif. Dengan menggunakan metode penelitian Design Based Ressearch (DBR), penelitian ini mendeskripsikan prinsip-prinsip dan langkah-langkah memodifikasi Focus Group Discussion (FGD) untuk meningkatkan kemampuan berbicara dan berpikir kritis mahasiswa . Penelitian melibatkan 5-9 partisipan yang terdiri dosen dan mahasiswa dimana pengambilan data dilakukan dalam empat siklus melalui pengamatan, wawancara, dan dokumentasi catatan refleksi diri peserta. Prinsip-prinsip sekaligus langkah-langkah implementasi FGD untuk meningkatkan keterampilan berbicara dan berpikir krtis mahasiswa yakni:(1) pengenalan dan simulasi FGD, (2) penentuan kelompok dan penyiapan topik FGD, (3) penggalian informasi dan peningkatan kosakata melalui kegiatan membaca, (4) praktik FGD, (5) refleksi dan pemberian masukan, 6) membuat catatan FGD, dan 7) presentasi lisan. Prinsip-prinsip implementasi tersebut bisa dimodifikasi sesuai dengan kondisi di masing-masing konteks pembelajaran.

This study aims at finding out the effect of direct-focused and direct-unfocused written corrective feedback in improving freshmen essay writing the use of preposition, article and past tense are investigated in students revision text and new pieces of essay writing. The study uses an experimental method and true-experimental design. Data collected from 60 students for 3 month. Data are analyzed by two-way ANOVAs using SPSS 21. The study found the significant effect of Direct-Focused CF. Likewise, using Direct-Unfocused CF has positive effect. Both groups outperform in revision and new pieces of writing than group without corrective feedback. In addition, there is positive interaction effect among the use of such corrective feedback and exposure. For that reason, it seems that is evidence underpinning the importance of such feedbacks and exposure in increasing students’ writing accuracy at using any grammatical items. Further study needs to be held in order to reveal the relationship or effect of students’ motivation, perception and engagement and typology of feedback in improving students writing performance.

This study explored senior students' challenges when presenting their research proposal and thesis in English. This study was conducted in the English Teacher Education Department of the University of Nahdlatul Wathan Mataram. Five students who did their final project and five lecturers who were involved in reviewing activities were investigated in this study. The results of this study were expected to better understand students' major problems, sources of problems and how these could be tackled. A qualitative case study was employed to conduct this investigation. Observations, focus group discussions, and in-depth interviews were used to collect the data. The data were analyzed by using qualitative content analysis. The findings of this study revealed several students' difficulties in giving oral presentations. They are: a) lack vocabulary, b) anxiety, c) poor understanding of their research proposal, d) not confident to have presentation in English, e) poor display of presentation, f) eye contact, and g) poor speaking skills including pronunciation issues. These difficulties are mostly related to psychological and linguistic aspects. This study also revealed recommendations to tackle these issues, including a) vocabulary enrichment through reading, b) presentation rehearsal, c) observing other students when having presentation, d) learning to make effective and interesting slides, e) learning most commonly used phrases for presentation, f) practice in using mind mapping and small cards to organize ideas.