This research aims to analyze the obstacles of online learning during pandemic Covid-19. There have been pros and cons of online lecture during the pandemic due to lack of effectiveness of achieving education goals. However, education is expected to bring an improvement to students to be well-educated generation. To reach the goal, students must comprehend the materials given by lecturers. Yet, there are some problems that college students face during the process of online lecture. These problems became the background to conduct this research from which it can be a scientific work to give a contribution to analyze the problems specifically. This research was conducted by using qualitative method. The data were obtained by conducting interview which were analyzed and explained in the form of narration while maintaining the authenticity of the data. The result of this research revealed that limited internet access and lack of lecturers’ responsibilities became the obstacles for college students during online lecture. The students expected lecturers and campus staff to understand their situations. They hoped that the lecturers gave relevant deadline for submitting the assignments, focused on making the students understand the materials, and controlled/accompanied the flow of discussion

This research aims at describing the discourse competence as part of communicative competence of higher intermediate students in delivering final project presentation. Higher intermediate level was chosen as the subject of the research because it is the highest level in learning English for high school students at an English course in Bukittinggi City. Qualitative descriptive method was used in conducting this research. The subjects were eleven students of higher intermediate class of the English course in Bukittinggi City. There was usually only one class of higher intermediate level each term. Their presentations were recorded and were then transcribed to get the written data. The data were analyzed based on Živković model of academic oral presentation. The result showed that students were not fully aware of discourse competence. They had tendency in choosing the expressions and phrases for the moves of presentations, then none of the students explained the purpose of the talk nor introduced the visual aids, and only one student thanked the audience for paying attention. Meanwhile, even though the students used some expression and phrases for moving from one idea to another, they were sometimes found using non-authentic expressions or phrases