The Basic elements that contribute to the English proficiency are motivation and vocabulary learning strategies. Yet these two elements are generally acknowledged among language teachers and learners as an essential factor in language competence, but paid less attention in the learning process practicality. This research aimed to examine vocabulary learning strategies, integrative motivation, and vocabulary skills among university students in Batam, Indonesia. Vocabulary learning strategies and integrative motivation were independent variables, while vocabulary skills were the dependent variable. This research used quantitative approach. Two questionnaires were used to measure vocabulary learning strategies and integrative motivation, while a test was conducted to measure the level of vocabulary skills. The questionnaire and test were adapted and modified from previous studies. The validity of the data in this research has been verified by language experts and the reliability by pilot test. There were 314 samples. The research revealed the finding on the vocabulary learning strategies through integrativeness and attitudes to learning situation toward vocabulary skills. The research proposes a new model of vocabulary learning strategies through integrativeness and attitudes to learning situation toward vocabulary skills. The students with the higher strategies to expand the knowledge of new vocabulary items can ideally have higher level of integrativeness and attitudes to learning situation to achieve higher vocabulary skills. Overall as a conclusion, to master the vocabulary, leaners should focus on vocabulary learning strategies as well as integrative motivation.

A robust online learning platform is critical for extending education beyond the classroom and facilitating interactive and individualized learning. Language learning has developed some patterns due to social interactions and independent learning experiences. Vocabulary motivation and achievement are critical components of students' English proficiency. Nonetheless, both variables are recognized as critical by lecturers and students, but receive less attention. The purpose of this study was to examine the effect of Busuu, an online learning platform, on the motivation and achievement of university students in Indonesia when it comes to vocabulary learning. The platform's use as an independent variable, whereas motivation for vocabulary learning and vocabulary achievement, were dependent variables. This study employed a quantitative methodology. Busuu facilitates the learning experience by keeping track of the number of words learned, the level of fluency, and the duration of the learning day. The researchers refer to fluency as the indicator in the study. The questionnaire and test were adapted and modified from previous research on motivation and achievement in vocabulary learning. There were 98 participants. The research discovered that the Busuu online learning platform's performance significantly contributes to the motivation and achievement of vocabulary learners. The study proposes a new model of English learning that incorporates online learning platforms in order to boost students' motivation and vocabulary achievement.

Learning Indonesian as a school subject can be intended as an effort to develop Indonesian language functions for Senior High School students to obtain information, control behavior, interact with others, express personal feelings or intentions, develop learning skills, and use language to convey information. To achieve this purpose, the teacher must do learning optimally. This paper aims to elaborate on the various phenomena of learning Indonesian in Senior High school and various references as the basis of language and conclusions. The elaboration feedback strategy is the focus of this paper and intended as a discourse and input for the teacher as the person in charge of learning process in the classroom.