Motivation, attitude, age, intelligence, aptitude, cognitive style, and personality are considered as factors that greatly influence someone in the process of his or her second language acquisition. Experts state that those factors give a more dominant contribution in SLA to learners variedly, depend on who the learners are, their age, how they behave toward the language, their cognitive ability, and also the way they learn.

PENDAHULUANKegiatan pendidikan merupakan kegiatan yang melibatkan manusia secara penuh, dilakukan oleh manusia, antar manusia, dan untuk manusia. Dengan demikian berbicara tentang pendidikan tidak dapat dilepaskan dari pembicaraan tentang manusia. Banyak pendapat tentang pendidikan yang dikemukakan oleh para ahli pendidikan pada umumya sepakat bahwa pendidikan itu diberikan atau diselengarakan dalam rangka mengembangkan seluruh potensi manusia ke arah yang positif. Melalui pendidikan, manusia diharapkan mampu meningkatkan dan mengembangkan seluruh potensi pemberian Tuhan kepadanya sehingga menjadi

This article describes students' disruptive behaviors in language classroom that may greatly affect language teaching and learning process, especially in ESL or EFL classes. Teachers should know what disruptive behavior is to enable them to deal with problems occurred in their classroom or to take preventive actions to keep their students well-behaved during the class. This can reduce the occurrence of misbehavior of students in their classroom. To prevent disruption in the classroom, teachers should establish behavioral expectations in the first day of the semester and the expectations can be based on students attendance, arrivals and departures, class participation, full English speaking, and other appropriate conducts in the syllabus and discuss them at the outset of the term. The agreement is then assigned as a learning contract or a code of conducts with which bounds the whole class. Consequently, whenever students are misbehaved, teachers and other students will directly know and recognize that the behaviors are out of the code. There are factors reasoning students to behave badly, so teachers as trouble solvers have to find appropriate strategies that are effective in helping students keep the code. Otherwise, the disruptions will escalate quickly and the problems will increase in numbers rapidly and finally, teachers will have to work very hard to avoid teaching failure and "losing face" when they cannot manage the disruption as listed in the expectation.

This article aims to provide a simple and clear guidance for school teachers, student-teachers and also in service-teachers in designing lesson plans using Discovery Based Learning. Though there are lots of books, articles, and other sources have discussed the topic, it still be problem for some of those teachers in arranging lesson plan. Based on the writer’s experience in teaching Micro Teaching classes and PPG PAI class, the students seemed to have difficulties in planning the syntaxes of Discovery Learning systematically and set the class activities properly in every syntax. They sometimes, could not able to distinguish the syntaxes of the method from others, even though it is one of the methods suggested and recommended in Curriculum 2013 and have been used widely. To help the students and the teachers, this article supports them with clear definition and the origin of the method, along with its systematic syntaxes, strengths and also weaknesses.

This study aims to explore student-teachers’ perceptions of the benefits of micro-teaching class they have attended to their teaching internship. It also seeks to identify the most and the least likely aspects of teaching which have been sufficiently covered in the micro-teaching course. The participants of this study were ten senior EFL students at a State Islamic University in Indonesia who have taken a micro-teaching class and teaching internship program. The data from interviews and students’ written narratives reveal that these students perceive the micro-teaching class to be sufficiently helpful in their teaching internship phase. These students developed their basic pedagogical skills. They become more confident; develop communication skills, and most importantly, the micro-teaching class has helped them develop questioning skills. However, students’ interviews and written narratives also indicate that management skills, such as classroom and time management, and skills to write lesson plan are the least likely aspect of teaching covered during the micro-teaching class, which then become obstacles for them during their teaching internship.