This research aimed at examining the implementation of autonomous learning in English Language Teaching (ELT) in vocational high school 2 Kuningan. The method used in this research is descriptive qualitative research. The participants of the research are 2 English teachers and 16 students. The instrument used to collect the data are observation, interview, and questionnaire. The findings show that semi-autonomous learning is implemented in the process of English Language Teaching (ELT) in this pandemic situation by using zoom, WhatsApp group and Moodle platform as the media of teaching and learning process. The second, students are aware and understand autonomous learning, but most of them still difficult to implement autonomous learning in their learning process. Therefore, it is concluded that the implementation of autonomous learning in high school is not optimal/maximum yet because of many obstacles faced by both teachers and students.

This research has the aim of knowing the students' speaking obstacles and the factors causing the obstacles in speaking performance in the fourth semester at Kuningan University. The research was conducted by using qualitative research. The reseracher implemented Whole Brain Teaching (WBT) to solve the problems found. The subject of the research were students of fourth semester consisting of 52 students. Qualitative data were taken from observation, questionnaire, and interview, In this research, the researcher found that there are some obstacles in speaking they are: linguistic difficulties, mother tongue use, and inhibition. While, the obstacles found were causing by some factors, they are clustering, colloquial language, stress, rythm, and intonation, environment, students' confident, and teaching strategy. Besides, the teaching and learning process in implementing WBT (whole brain teaching) ran well. The improvement of the students in implementing WBT (whole brain teaching) It shows that in each part there is the improvement of students' speaking scores. In line with the data, it shows that whole brain teaching method can solve the students' speaking obstacles in speaking performance.

This study reports on the implementation of Technology-Enabled Seamless Language Learning (TESLL) in writing descriptive text. It aimed to investigate how TESSL was being implemented in the classroom and how it affected the students' skill in writing descriptive text. Triangulation mixed-method was applied in this research with 6 classes of first year students from different study program at Universitas Kuningan were chosen as the participants. The data were taken from various sources like tests, observation notes, and documents to support the findings. Observation notes and documents were used to find out how TESLL was implemented in the classroom. Tests results were used to investigate how TESLL affect students writing skills. The first result showed that with the involvement of technology like LMS, online quizzes, YouTube videos and video conferences apps could cater the teaching and learning descriptive text in remote setting. This model also enhanced and elicited students' participation in the classroom activity especially in quizzes sessions. Then, second, the t result indicated that the significant scores were below 0.05. Therefore, it can be concluded that the implementation of TESLL has a significant effect in developing students' descriptive writing skill