This quasi-experimental study aimed to discover the empirical evidence on the effectiveness of employing teachers' indirect feedback on students' writing skills of the descriptive text in one senior high school in Indonesia. The participants of the research are 52 students in total comprising 26 students from the science program class assigned as the experimental group, and 26 students from social program class as a control group. This research implemented teachers' indirect feedback in the experimental group for 6 meetings with the descriptive text topic based on the 2013 curriculum. On data collection, the descriptive writing test was employed, then, the data was analyzed by using SPSS version 25 software program. Based on the analysis of the data, it is yielded that there is a significant increase in the mean of post-test scores of the science class which is from 62.84 to 79.97. In addition, the post-test means score in the social class growth as well from 58.96 to 63.00. It is assumed that the implementation of teachers' indirect feedback is effective to improve students’ skills in writing descriptive text.

This study deals with the communication strategies used by tourist guides at Benang stokel, Central Lombok, West Nusa Tenggara Province. It was aimed to investigate types of communication strategies. This study was conducted by applying a qualitative research design. The sources of the data were selected from two tourist guides in Benang stokel. The instrument applied in this study were observation sheet, filed notes, and interview. Data were analyzed using descriptive analysis technique, by describing types of communication strategies and the process communication strategies used by tourist guides at Benang stokel, Central Lombok, West Nusa Tenggara Province. Based on the analysis of data, it was found that the process of communication strategies used by tourist guide occur during the communication with foreign tourist is dominantly achievement or compensatory strategies, self-monitoring strategies, and interactional strategies. In the conversation, they did not always go as smoothly as we think. In fact, communication strategies had been applied by tourist guides even though they did not know about the theory behind it.

Motivation is required to have satisfying learning echievement in English because it drives students to study seriously without being forced. To improve students’ learning motivation, English teachers can integrate the use of technology in their teaching. One of applications which is considered to improve students’ leaning motivation is Kahoot, a game-based application. This research aimed to investigate learning motivation of students of SMA N 1 Belitang after experiencing Kahoot in learning English and English teacher’s perception toward the use of Kahoot. Questionnaire was administered to 43 second grade students and interview was done with one English teacher who used it in English class. It turned out that almost all students gave positive responses on the questionnaire and after being analyzed, students’ learning motivation was categorized into high category. Moreover, the English teacher claimed that students showed more interest in English after being introduced to Kahoot and their English scores were improved. The students’ improvement in motivation and achievement were resulted from competitive atmosphere on games and interesting display on Kahoot so that they argued that learning English is a fun activity.