Written corrective feedback is essential in the teaching of writing skills to help prospective teacher enhance their writing performance. Lecturers try to apply strategies in committing written corrective feedback in fully online learning. In addition, written corrective feedback can improve learners’ metalinguistics, metacognition, teachers-learners interaction, and peer connection. Consequently, the present study will be aimed at investigating English lecturers’ common practices and strategies in committing online written corrective feedback during Covid-19 pandemic at higher education. This study is classified as a qualitative study which is a descriptive qualitative study. It is chosen because the data of this study relates to opinions or attitudes in the form of lecturers’ strategies in the teaching of writing skills and online corrective feedback. The data are elaborated in the form of words, phrases, sentences, and paragraphs. To attain the data, researchers use interview technique. There are five English lecturers involved in the current study. The data are analyzed by using qualitative processes which are data condensation, data display, and conclusion drawing or verification. The novelty of this study lies on written feedback, written corrective feedback, and online written corrective feedback. Due to Covid-19 pandemic, the teaching-learning process is done in fully online learning.

Establishing students’ pronunciation needs a promising instructional method. One of the teachers’ efforts to develop students’ pronunciation is applying the shadowing technique. The shadowing technique was able to facilitate students to practice pronunciation skills. This study was categorized with a quasi-experimental study with the non-equivalent control group design. The samples were taken randomly using a purposive random sampling. The samples consist of 70 students that were divided into two classes, namely the experimental and control classes. The data were collected through interview, multiple-choice test, and record. Here it used descriptive and T-test analysis to find the ways they learned and the results. Finally, the researchers considered that shadowing technique is very good to be applied by the teachers and lecturers in class. The most surprising aspect of the findings are; 1) the students were motivated as long as teaching and learning conducted; 2) their response mostly positive to the way they learned; 3) and they got significant change on their pronunciation, grammar and vocabulary. This change can be seen from their ability in expressing their ideas and 4) inferential statistic results; t-test was 4.077 and t-table was 2.021 with degree of freedom (df) 44 and the level of significance (0.05) in 95%.

Pelaksanaan pengabdian ini bertujuan untuk melatih guru-guru SMP Negeri 1 Praya Barat dalam pemanfaatan Google Classroom sebegai media alternatif  dimasa pandemi Covid 19. Mitra dalam kegiatan ini adalah guru-guru SMP Negeri 1 Praya Barat. metode pelaksanaan menggunakan transfer of knowledge melalui  workshop dan sosialiasi. Hasil dari kegitan ini yaitu 1) guru SMPN 1 Praya Barat dapat memahami tentang pemanfaatan google classroom degan indikator bahwa guru dapat membuat ruang kelas pembelajaran untuk semua mata pelajaran melalui daring, 2)  guru SMPN 1 Praya Barat guru dapat memhami mafaat bermacam fungsi dari fitur pada google classroom.  Guru-guru telah mampu mengoprasikan e learning  google classroom sebagai media alternatif akan tetapi masih perlu dilakukan pendampingan sampai guru benar-benar memahami dan menggunakannya sebagai media di masa pandemi covid 19.

This research aims to find out the effectiveness of using “Word Map” Technique in teaching vocabulary at third grades students of IKIP Mataram in academic year 2015/2016?”. This was a quasi experimental research. The sample of this research was two classes, they were A class and B class in which consist of 39 students. It takes by using cluster random sampling. The sample of the research divided into two groups namely experimental group and control group. Experimental group was taught by Word Map Technique and control group was taught by Three Phase Technique. The design of the research as follow: Pre-test, Treatment, and Posttest.The instrument was multiple choices test consist of 25 items for right answers was  4 for each item. Then, for all right answer ranged 100 for the highest and for the lowest was 0. Based on the data analysis it was found that t-test score was 7.743 and t-table was 1.668. The result showed that the value of t-test was highest then the value of t-table. So, it conclude that there was significant effect of Word Map Technique in teaching vocabulary at third grades students of IKIP Mataram in academic year 2015/2016.

This research was aimed to find out the significant effect of Inquiry-Based Learning on students’ critical thinking in reading at third-semester students of  Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok in academic year 2019/2020. This research was experimental research that categorized by pre-experimental One Group Pretest-Posttest design. The population of this research was at third-semester students of  Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok which consisted of 18 students and using surfeited sampling. The instrument of collecting the data was used multiple-choices and questionnaires. In this research, the writer rendered treatment and prepared a test in the form of multiple-choices to look the effect of Inquiry-Based Learning and questionnaires for look the critical thinking. The result of data analysis indicated at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok attained high score on post-test whom were treated by Inquiry-Based Learning. It means that Inquiry-Based Learning gave a significant effect on critical thinking of students in reading. It was proven by the lowest and highest in pre-test score was 30 and 50 and post-test was 35 and 65. Then, the result of hypothesis testing was the alternative hypothesis accepted. It was provable that t-test was higher than t-table, which was the score of t-test was 3.81 and t-table in df 17 with significant 0.05 was 1.753.