This study investigated the effectiveness of peer feedback and self-correction based on guideline sheets on the writing ability of the Indonesian EFL students. It involved 71 Indonesian EFL students taking the Essay Writing course at Universitas Negeri Malang, an Indonesian university. The students were from three intact classes and they were given different types of treatment: The students from Class A were given peer feedback based on a guideline sheet, those from Class B were assigned to do self-correction based on a guideline sheet, and those from Class C were involved in a conventional editing process of writing. The results of the study showed that the students given peer feedback based on a guideline sheet (Class A) have better ability in writing essays than those who were not given peer feedback (Class C); the students conducting selfcorrection based on a guideline sheet (Class B) have better ability in writing essays than those who did not conduct self-correction (Class C); and both peer feedback based on a guideline sheet (given to Class A) and self-correction based on a guideline sheet (given to Class B) significantly improved the ability in writing essays of the students in the two experiemental classes. Given that the two types of treatment were effective in increasing the students' scores in essay writing, peer feedback and self-correction based on guidelines sheets are recommended for practical use in EFL classrooms as well as for further research studies.

Abstract-Students in a high level of education must have been familiar with a great number of publications, including research articles. However, they might not have been experienced in writing and publishing their own research articles. This study reports the results of training 15 EFL students in the Doctorate Program in English Language Teaching (ELT) of an Indonesian university to carry out research and write the reports in the form of research articles. More particularly, it examined the students' perception on the training in writing research articles for publication. The students attended 16-week course, Research on Second Language Writing, one of the courses offered in the university. The students were trained to understand the nature of research articles and practice in conducting research and writing their research articles. At the end of the course, they were requested to give responses to questions on whether or not they were assisted in writing research article abstracts; in developing the abstracts into research articles; and in developing sections of the research articles. The results showed that the students informed that they were assisted in writing research article abstracts, in developing abstracts into research articles, and in developing sections of the research articles.

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman's (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students' learning experience and learning outcome.

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

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