The impact of the coronavirus outbreak on the education system is inevitable that higher education institutions choose to transform their instructional practices to entirely online using specific platforms. This shifting comes with challenges to students as they are demanded to be independent and autonomous. This study investigated the students’ readiness and perception towards being an autonomous learner in online language-learning. This case study investigated 25 students who joined online language learning by the WhatApps group in an English department of  STAI Sufyan Tsauri Majenang. The data were gained by giving an online questionnaire, having an online interview with some students who were chosen randomly, and also assigning students self-report. The data showed that the students do not have enough autonomy in online language-learning. It means that the students are not ready to be autonomous learners in online language learning. The result of the study indicated that the students prefer having a face to face class and direct guidance from the teacher where 66.9% of the same students prefer learning in class or face to face meeting. In comparison, only 18.5 % who share no problem having an online class. 14.6% of them enjoy both options. This finding suggests that teachers need some strategies to promote and foster students’ learner autonomy to achieve learning objectives in online language learning.

Model United Nations promotes students’ learning opportunities in three successive ways: optimizing individual development through un-moderated caucus, growing competitiveness through working paper forum and sharpening problem solving skill through draft -resolution forum. This is a classroom action research that investigates the improvement of students’ speaking skill taught by using Model United Nations at Pamulang University. Two cycles were conducted where the first cycle consisted of four meetings and the second cycle consisted of three meetings. The population of this study was the fourth semester students in the academic year of 2017/2018. Both quantitative and qualitative data were employed to analyze the data. Quantitative data were in the form of oral test scores taken from students’ public speaking skill. On the other hand, qualitative data were in the form of observation sheet, questionnaire sheet, and documentation. The treatments signified improvements of students’ public speaking skill in each cycle which is represented by the mean score. The mean score of pre-test was 58.775. It improved to 69.525 in the first cycle, and became 78.675 in the last cycle. The observation sheet, questionnaire sheets and documents proved that students performed active participation and engagement during the instructional process that fostered better skill in public speaking.

The popularity of virtual-learning platforms as an alternative for instructional practices during the pandemic is rocketing yet students’ perceptions to the implementation are not optimally gauged especially to young learners. This study explores the students’ perception towards learning English using two popular virtual platforms during Covid-19 pandemic. This is a case study involving 30 students in their third-year study at a private primary-school primary school in Tangerang City, Banten. Interviewing and observing all students respectively were conducted to obtain the data needed. Using descriptive analysis, it was found that the students showed negative perceptions towards the online-based learning process. Not only the media but also the whole learning process was negatively impacted. This is a voice that highlights the issue of recent education is facing. Further studies are therefore suggested to delve into effective and feasible solutions to eradicate the negative perception because the best time to return to classroom-situated instructions remains arguable for no-exact time

Because instructional process in English for Specific Purpose (ESP) context is oriented to students’ academic and professional settings within discourse community, challenges appear. Learning language and learning language are directed to improving students’ language skills to survive the 21st century. On the other hand, score-documentations proved that the students performed low skills; especially writing skill. This study aimed at improving the students’ skill in writing explanation text by using Genre-Based Approach (GBA) to Informatics Engineering students of a private university in South, Indonesia. Classroom Action Research (CAR) was conducted to the third semester students of the university within two cycles. To validate the findings, writing test, observation and questionnaire were employed. The test result proved implementing GBA improved the classroom’s average score from 54 to 59.95 in cycle 1. This improvement was supported by the students’ engagement and enthusiasm to the instructional process as suggested by questionnaire and observation respectively. Further, the implementation of cycle 2 revealed the average score improved from 59.5 to 70.5. This score improvement is followed by the students’ agility and cooperativeness during the instructional process. This concludes that implementing GBA can improve the students’ skill in writing explanation text. This finding is expected to give insight for teachers to undoubtedly using GBA in English for specific purposes context. HIGHLIGHTS: The instructional practice of teaching English for informatics engineering students in the private university still focuses on form-based mastery. The informatics engineering students are eager and high-determinate to learn language skills especially writing in collaborative framework.

Dalam perkembangannya, bahasa Inggris telah menjadi salah satu bahasa utama di berbagai konteks kehidupan, baik itu formal maupun informal, lisan maupun tulisan, interpersonal maupun transaksional. Hal ini mendorong dunia pendidikan untuk mengembangkan pembelajaran Bahasa Inggris baik sebagai disiplin ilmu maupun sebagai media untuk belajar keilmuan lainnya. Bahasa Inggris sebagai disiplin ilmu mencakup ilmu linguistik maupun budaya. Adapun bahasa Inggris sebagai media belajar ditujukan untuk memperdalam pemahaman terhadap bidang keilmuan lain yang disajikan dalam bahasa Inggris. Di ruang lingkup universitas, pembelajaran bahasa Inggris diarahkan kepada kemampuan berbahasa Inggris untuk tujuan akademik yang dapat menunjang kemampuan program studi yang dipilih mahasiswa, termasuk program studi Teknik Informatika. Prodi Teknik Informatika memerlukan bahasa Inggris bukan hanya sebagai alat untuk berkomunikasi, namun juga sebagai media untuk mempelajari berbagai literatur dari berbagai negara yang disajikan dalam bahasa Inggris.