The use of local culture in the teaching of English as a foreign language in Indonesia may lead into consideration since language and culture are interrelated. Local culture in English language teaching enables students to learn English skills well because students are asked to discuss or describe something they know very well. This paper reports the results of an experimental study which was concerned with how well bringing local culture in English Language Teaching could affect students' writing achievement. Quasi-experimental research applying non-randomized pretest-posttest design was used in this study. The subjects of the study were the students of English Department of College of Teacher Training and Education in Blitar. Class A, which consisted of 23 students, was taught using local culture strategy, and was the experimental group, while class B, which consisted of 25 students was taught without using local culture, and was the control group. The results showed that bringing local culture in English language teaching produced better achievement of the students' writing skill.

The aim of this study is to know the effectiveness of Team Assisted Individualization on English Department students’ English Grammar achievement. Quasi Experimental research using non-randomized pre-test post-test had been applied with the subject of study was the second semester of English departments students who took contemporary English grammar in Adi Buana University of Campus Blitar. Class A was experimental group and class B was control group. In collecting the data, pretest had been given to the two groups before treatment. The treatment given to class A was using Team Assisted Individualization in teaching grammar while class B as control group was  using Grammar Translation Method. Then the post test was delivered to the two groups after the treatment. ANCOVA was used to analyze the data by applying SPSS for windows version 20 and the result showed that the students taught by using Team Assisted Individualization had achieved grammar skill better.

The purpose of this study is to evaluate the chain writing technique for teaching how to write descriptive text using comic strips. This study employed a quasi-experimental methodology. Both the experimental class and the control class participated in the study four times each. A test is the instrument in use. Based on the analysis of the data, the experimental class's test results for creating an English paragraph had an average score of 86.22. While the control group's test results yielded an average score of 74.13. For degrees db = 5%, the value of thitung is 4.78, while the value of ttabel is 3.15. The use of the chain writing approach is significantly impacted since thitung > ttabel. The chain writing technique significantly improves the descriptive text writing abilities of first grade junior high school students. This demonstrates that learning to write more effectively through chain writing than through lecturing. It is recognized that the chain writing learning method can enhance learning outcomes based on the outputs of data processing.

This research is to find the effectiveness of combining Scriting and Talking Chips which helps students to be more active in speaking class. This research used quasi-experimental research with non-randomized pretest posttest design. The students of English Department of UNIPA Campus Blitar who took Basic Speaking 1 were the subjects of this research, in which Class A as the experimental group and class B as the control group. The instruments of this research were speaking test (pretest and posttest). One group was taught by combining scripting and talking chips method, in contrast, the control group was taught by using direct method. Then, both groups were given a posttest. The data was analyzed using ANCOVA and computed by SPSS version 20. The result of the analysis indicated that combining Scripting and Talking Chips strategy could make students’ speaking achievement better.