The purpose of the study is to discover the role of teacher and peer in helping the students orally participate in an EFL classroom. I applied a three-month qualitative case study on 24 first-year university students. I employed observation, open-ended questionnaire, and in-depth interview to collect data. Further, I applied inductive analysis to decode the data. The results of the study revealed that first, the teacher played an important role to help the students orally participate in both class and group discussions through the inquiries provided during the class discussion, and feedbacks given after the group discussions. Second, results of the study indicated that peers also significantly contributed to motivating the lower-achieving students to improve their oral participation, particularly in group discussions. In this circumstance, the data revealed that the students showed learning enthusiasm which helped creating a positive learning athmosphere in which this positive learning athmosphere can be perceived when they motivated one another through feedbacks given to solve their difficulties finding appropriate English terms and pronounciation, arranging their sentence structure, and developing their ideas. In addition, the students motivated one another through fun activities such as talking about movie quotes, and words of encouragement. In short, both teacher and peer helped encouraging the students to orally participate in both class and group discussions. Keywords: students' oral participation; the role of teacher; the role of peer 38-53

English plays a vital role in the tourism field since it supports tourism workers and business owners to provide excellent services. Numerous tourism destinations in Indonesia including the ones in Blitar Regency have become the center of attention for foreign tourists. Located in Blitar, East Java, Kampung Coklat and Karanganyar Coffee Plantation have also been continuously preparing their workers and business owners to provide efficient services for both domestic and foreign visitors. In accordance with providing excellent services to foreign tourists, tourism workers and business owners are expected to have good English mastery. Objectives: This community service aims to provide a support for the tourism workers and business owners under the supervision of the Department of Tourism, Culture, Youth, and Sports and the Department of Tourism Promotion of Blitar Regency in terms of improving their English mastery, especially their communication skills in English. Methods: The activity was carried out in three stages, namely two material sessions, speaking activities, and feedback. Results: This activity gave the participants an opportunity to practice serving a customer in English. Even though it was quite challenging for some of the participants, they felt encouraged to actively participate in the speaking activities and get familiar with expressions used in tourism and hospitality services. Conclusion: The supervision and training sessions in speaking English was very enlightening for the participants to improve their English mastery in tourism services. It needs a continuation to provide greater impact to the targeted participants.

<p class="AbstractText">Proficiency in English academic writing is still a problem for many students. However, there are no such digital learning media that facilitates academic writing practices. Considering these problems, this research tried to develop an M-Write application, a learning media that combine metacognitive and process-genre writing exercises. This study aims to determine the feasibility level of M-Write as a website-based academic essay writing application. The method used in testing the feasibility of this product includes the alpha test and beta test. The alpha test was carried out by three English Education experts; each of them assessed the aspects of the content, language use, and design. While the beta test was carried out by 25 students of the Computer Science Faculty, UPN “Veteran” Jawa Timur. The data collection technique was done by using a questionnaire and interview. Data analysis was carried out using quantitative descriptive techniques. The results of this study indicate that the M-Write application reached appropriate criteria in terms of content, language use, and design aspects. The percentages of each of these aspects are 71.9%, 73.3%, and 71.9%. While the results of the applications usage assessment by students also showed that the application was appropriate to be used with an average percentage of 75.9%.</p>