The importance of English as a lingua franca requires students to master English. However, many students still cannot speak English, especially those who live in a country where English is a foreign language. For example, Indonesian students still face numerous problems in learning English, especially speaking. Hence, this study aimed to determine the factors that influence students' speaking performance from teachers' and students' perspectives in learning English speaking to assist students in overcoming difficulties in learning to speak English. Utilizing a survey, a total of one hundred eighty-nine students (n=189) and six teachers (n=6) in SMAN 1 Sape participated in this study. The main research instrument used was a questionnaire. The results showed that the teachers' and students' perspectives on speaking performance were quite similar. Regarding the problem of speaking performance, teachers and students agreed that (1) students were worried that making mistakes was the biggest problem and (2) they were shy to speak English. Moreover, in dealing with factors that influence speaking performance, teachers and students agreed that the highest factor was 1) lack of confidence as they were not familiar with English, (2) lack of time for preparation, and (3) lack of motivation to speak.

English proficiency is required in all professional areas, but it has become essential in the tourist industry because of its specific characteristics. Needs analysis plays a vital role in developing the curriculum in English for specific purposes. This studyidentifies the needs and the problems of English language usage among the tourism industry employees in Selangor, Malaysia. The questionnaire was used as the primary data focusing on speaking, listening, reading, and writing skills. Utilising a descriptive research design, a total of 50 respondents were randomly selected for the study. The findings showed that in general, the respondents’ overall needs of English language skills were rated at a high level. Meanwhile, regarding the employees’ problems in using English at work were found at a moderate level. The problems encountered were less high compared to their English language needs. The necessities resonated what English skills are essentials for them to use in their job and to know the elements of each skill to be improved when they learn English. The implication of the findings will be helpful to develop and expand existing English for Tourism curriculum or ESP courses, particularly in Malaysia and Indonesia, to create a more effective English for tourism course based on the needs of the tourism industry employees in the future.

The curricular implementations are represented in the textbook. The textbook is used by all students, who may have varying levels of thinking skill; however, it is a good opportunity to encourage students, regardless of their critical thinking skill level, to not only learn to know and understand, but also to apply, evaluate, and create such a product from their learning. The present study aims to investigates the level of thinking skills employed in the reading parts of EFL textbooks in Indonesia. The Ministry of Education and Culture officially printed the textbook for senior high school students in grade X. Content analysis was used to explore the level and frequency of thinking skills, focusing on the task and reading questions in the textbook. The data were quantitatively displayed in the form of a table. It was gained through the coding process based on the theoretical framework of Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS) introduced by Bloom. It was found that the textbook mostly included knowledge and comprehension levels of thinking in the reading tasks and questions. It means that LOTS-based tasks and questions are more dominant than HOTS.