<p>It has been a year that Indonesia experienced covid-19 pandemic. This situation stands as primary reason of English Foreign Language (EFL) online classroom still being implemented for all levels of education. This case possibly leads to positive and negative impacts for both teachers and students. Hence, this study aims to investigate EFL online classroom implementation throughout a year of Covid-19 pandemic in terms of; the<strong> </strong>EFL teachers’ and students’ perceptions, and how do the students’ score. Quantitative was applied as the approach in this study. In addition, the six EFL teachers and sixty students of senior high schools in Riau were chosen purposively to be involved as the research subjects. The data were collected in two techniques and instruments; survey with close-ended questionnaire and document analysis on the students’ score. The findings revealed that the teachers and students had higher percentage of positive perception on EFL online classroom implementation. Lastly, the score confirmed that all the students passed the criteria minimum of English subject determined by the school in EFL online classroom implementation throughout covid-19 pandemic.</p>

The aims of this research are; (1) to know the strategies used by native English teachers to teach speaking to the students of Vietnam National University of Agriculture, (2) to describe how the strategies contributed to the students speaking skills, and (3) to explain the problems faced by native English teachers in EFL speaking classes. This research is descriptive research with a qualitative approach. The data were collected through classroom observation, interviews, and documentation. It presents the result of the study in the form of a descriptive explanation. The findings of this research are the strategies used by native English teachers to teach speaking to the students of Vietnam National University of Agriculture, namely (a) group discussion, (b) role play, (c) brainstorming, (d) storytelling, (e) story completion, (f) describing picture, (g) game (guessing the word), (h) using target language/interview. Based on those strategies, the results show that the strategies help students to improve their speaking skills, vocabulary, and confidence. Also, it can help students to solve problems, increase sensitivity, think critically, and express their ideas. Furthermore, the findings of the problems faced by native English teachers in speaking class are (a) pronunciation, (b) lack of confidence, (c) lack of ending sounds, (d) no vocabulary and grammar.

Many scholars addressed how English was essential to master in many fields. However, few scholars addressed what content of English was required by significant law students. This article, therefore, proposes a little investigation: the problem encountered by law students in mastering English, the basic skills, and materials considered fundamental to be taught in the learning process. Descriptive quantitative was applied to gather the data. Seven-four second-semester students and alums majoring in Law were taken as samples. The researchers collected the data and analyzed them using Microsoft Excel. The findings of the first research question revealed that listening was the most difficult skill to be perceived by the students majoring in Law. Moreover, the finding of the second research question claimed that speaking was assumed as the most necessary skill to be taught. Furthermore, formal and informal English languages were expected to be involved in English learning materials. By looking at the findings of this research, the practitioners can be used as a reference for the betterment of designing materials for Law students. The study implies that students frequently encounter the essential skills and materials to be taught.

The preliminary research showed that students at the eleventh grade of State Senior High School 2 Enok had anxiety in the English examination. It can be seen that some of the students were confused in the English examination because the students got anxious. This research aimed to investigate the students’ anxiety in English examination at the eleventh grade of State Senior High School 2 Enok. Descriptive research is employed as the design. The population of the research was the students at the eleventh grade of state senior high school 2 Enok. The number of samples was selected by using a technique called simple random sampling. The sample was 30 students. The researchers obtained the data from the questionnaire. The data were analyzed by using descriptive statistics calculated by SPSS 20.0 program. The findings showed that the majority of students’ anxiety at the eleventh grade of State Senior High School 2 Enok was mediocre with 66.67%. Some of them were at a low level with 33.33%. While 0% in a high level.  Thus, based on the data obtained it could be concluded that the students still have anxiety in English examination even at the mediocre level.