This study is a descriptive-qualitative study which aimed to describe the roles of EFL teachers in promoting learner autonomy. Four EFL teachers in seventh grade junior high schools were selected as the subject of this study. The data were collected through questionnaire and observation techniques. In collecting the data, two kinds of instruments were used, namely, questionnaire and observation sheet. The result of this study revealed that in promoting learner autonomy, the teachers perform the roles as facilitator, counsellor, resource and manager/organizer. Considering the result of the study, the teacher should involve their students in the decision making process of learning activity, not only in selecting the technique or approach, but also in all aspects of learning process such as selecting objectives of the course, managing classroom and selecting the materials. Schools also need to support their teachers in developing innovative strategy especially in promoting learner autonomy. The schools should offer teachers with professional development programs on learner autonomy such as following workshops. For further researchers, considering the challenges met by the EFL faced by the EFL teachers in promoting learner autonomy is needed.

The objectives of the research was to investigate and analyze the implementation of videoconference as a method to teach speaking; and to analyze teachers’ and students’ opinion about videoconference. The present research applied a mixed methods research design. The research subjects were 93 students and 2 speaking lecturers. The findings showed that the implementation of videoconference for speaking was seamlessly done.  In the pre-activities, lecturer greeted students, sent link of meeting and attendance list, and did apperception. Main activities were done through various teaching methods and strategies for videoconference, namely focus trios, chain speaking and discussion. In the post-activities the students did online game, summarized the lesson, and did the project. The implementation of videoconference mostly utilized Zoom Meeting and others supporting systems, such as: WhatsApp Group, Quizizz,  and many more. Lastly, the results of the questionnaire showed positive response as the participants mostly perceive the advantages rather than disadvantages of videoconference provided.

Penelitian ini memiliki tujuan untuk mendeskripsikan bagaimana kesalahan pada siswa kelas XI dalam mengerjakan soal materi matriks. Penelitian yang termasuk kedalam  penelitian deskriptif kualitatif. Subjek dalam penelitian adalah  siswa kelas XI MAN di Cimahi yang berjumlah 9 orang. Instrument tes yang diberikan yaitu lima butir soal. Teknik pengumpulan data pada penelitian ini adalah tes. Data yang diperoleh adalah kesalahan yang siswa lakukan dalam menjawab setiap butir soal. Berdasarkan hasil penelitian diperoleh bawah siswa yang menjawab benar pada soal nomor satu sebesar100%, soal nomor dua sebesar 66,7%, soal nomor tiga sebesar 10%, soal nomor empat sebesar 100%, dan soal nomor lima sebesar 77,8%. Hasil presentase siswa yang menjawab benar menunjukan bahwa masih banyak kesalahan  yang dilakukan siswa. Kesalahan tersebut berada pada soal nomor dua, tiga dan lima. Karena bisa dilihat dari presentase ketiga nomor tersebut memiliki presentase cukup rendah, berbeda dengan soal nomor satu dan empat yang memiliki presentase sangat baik. Kesalahan yang ditemukan pada ketiga nomor  diantaranya : 1) kesalahan konsep perkalian matriks, 2) kesalahan dalam perhitungan, 3) kesalahan tidak menuliskan tanda operasi, 4) kesalahan konsep, dan 5) kesalahan kecerobohan. Kesalahan ini disebabkan siswa lupa materi, kecorobohan, kurang memperhatikan informasi yang dari soal dan tidak telitinya siswa dalam mengerjakan soal.ABSTRACTThe goal of this research is to describe how wrong all of the students in the sophomores have been in solving matrix material. The method of this research is qualitative descriptive research. The subject in this research is XI grade of MAN CIMAHI  is 9 person. The instrument of the test was given the five grains of matter. The data-collection of this technique is a test. The data was obtained is a student's fault in answering every questions. Based on the results was obtained by the undergraduates who get the right answers on the number is one problem is 100%, the problem of number two is 66.7%, the problem of number three is 10%, the problem of number four is 100%, and the problem of number five at 77.8%. The results of this research is student do the presentation that gave the correct answer show there are many mistakes of the students. The fault shows in problem number two, three and five. Because it evidenced in the third percentage that the number has a fairly low percentage, in contrast to the number one and four that have a very good presentation. The Errors found in all three numbers such as : 1) matrix multiplication errors, 2) errors in calculation, 3) errors did not mark operations, 4) draft errors, and 5) discretionary errors. The mistake was caused by students forgetting the material, demolition, lacking interest and not studying in their problem of students.

This study aimed to identify study habits during the online learning and face to face learning, the dominant learning styles of the students, find out whether there are differences of study habits in online learning and face-to-face learning, the association between learning styles and study habits, and the constraints of EFL students to have good study habits in online learning. The design of the study was embedded mix method research design. The sample of the study was 205 students in Hotel Department in SMKN 4 Denpasar who were chosen randomly. The data were collected by using close-ended and open-ended questionnaires. The result of the study showed that there were differences between study habits in online learning and face-to-face learning. In online learning, students had moderate study habits, while in face-to-face learning they had good study habits. The dominant learning styles were kinaesthetic and there were low associations between learning styles and study habits. The were some constraints to have good study habits from parents, teacher, students and school.