This article studies self-initiation self-repair employed by the third semester students of English study program of Widya Mandira catholic university Kupang on speaking class, aims at finding out whether or not the third semester students of English study program do the self-repair initiation toward the trouble source they produce on the interaction they are engaged. The main purposes are to discover the types of trouble source that trigger the students’ self-initiation self-repair, the self-repair strategies performed by the students on the interaction with their lecturer, and identify the way how the students produce the self-initiation self-repair. The qualitative method and CA approach were employed as a theoretical framework. The results indicated that; types of trouble sources that trigger students’ self-initiation self-repair in the interaction with their lecturer on speaking class were vocabulary, pronunciation, and grammar. The self-initiation self-repair strategies performed by the students in their interaction with their lecturer on the speaking class were replacement, partial repetition of pronunciation, completion, correction, repetition by modifying intonation, modification, and rearranging. The self-initiation self-repair strategies are done in six ways namely repeating, replacing, modifying, correcting, completing, and rearranging.

Community service was done as a concrete implementation of NTT Provincial Governor Regulation No. 56 2018. Following the adoption of the regulation, the team considered that it was necessary to promote the importance of English for the NTT community, especially for young children. As a Lingua Franca, English plays an important role; yet English language teaching is currently limited to lessons in class only without the assistance of its usage outside the classroom. The team believes it was a need to carry out a community service movement such as teaching that was more focused on the use of English language skills as early as possible. Introducing English to children from an early age was expected to improve the quality of the younger generation, especially in the language field. The method of implementing this community service was a teaching method by using children's songs and flashcards. The teaching was done face-to-face. The community service activities were run well and smoothly.

This study aims to explore the EFL students’ performance in oral presentation by categorize their level of mastery, and to reveal if there are any common problems during the performance. This descriptive quantitative study purposively invited 24 students as the samples from the third semester of English Study Program at Timor University. The data were based on students’ performance on 10 selected texts which recorded to measure their oral presentation after an internal workshop. The analysis and the scoring were based on Harris’ (1969) five components in scoring speaking and with Brown’s (2004) six oral proficiency scoring categories. However, this study focusing only on the pronunciation and fluency categories to be in line with the scoring rubric of competence in the 2021 Academic Regulation of Timor University. The results showed that the students have mastered the oral presentation because their average score is 82 based their right answer is 144/150. This average scores then analysed using the Academic Regulation of Timor University (2021) showing the majority of the students is categorized excellent (19 out of 26 students). Nevertheless, two major problems in common this study manage to reveals were mispronounced/wrong pronunciation (13%) and lack of fluency (5%). The result implies that these two common problems should be put in attention during the process of learning oral performance i.e., English presentation in public. Further studies are suggested to investigate the impact of practice in improving students’ oral presentations through specific workshop.

This study was aimed at examining the quality of teacher-made English summative test of grade VII and VIII of one of Junior High Schools in Kefamenanu. It applied the descriptive qualitative method by focusing on document analysis.  The result showed that both tests given to the first and second-grade students of Junior High School of Biboki Utara are applied on 2 levels of Bloom Taxonomy Revised Theory, they are Remembering (C1) and Understanding (C2). The result of the test indicated that the tests are included in the lowest level of the cognitive domain based on Bloom Taxonomy Revised theory. Besides, certain test instructions in both test A and B needed to be paid more attention since they contain some grammatical errors.

The hesitation to speak English in the class was the crucial problem that occurred in semester seven students of the English Department of Timor University. This study figured out the discouraging points that influence the students' eagerness to speak English in the class, the most dispiriting factors, and the attempt that they executed to overcome their problem. The subject of the study was 30 semester seven students of the English Department of Timor University. The qualitative method was employed to analyze the data in this study. Interview and questionnaire were applied as the instruments to obtain the data. The result of the study pinpointed that there were internal and external factors that affect discouraging students in the classroom. The finding also revealed that the most demotivating factors which affected the students' willingness to communicate in English were motivation and confidence. The students also performed a few things to overcome their problems. The conclusion required the students to prompt themselves and be prompted by other people to pursue a good interaction in English.Keywords: demotivating, students, willingness