Anxiety is considered having negative effects for most students in learning foreign language, especially English. It has attracted researchers’ attention to do the investigation on foreign language anxiety as a factor which inhibits students to learn the target language successfully. Concerning with this issue, this correlational research was emphasized on investigating the relationship between foreign language anxiety and students’ English achievement. Fifty-five eighth grade students of MTS Sulaiman Yasin Samarinda were asked to fill out 33 items of Foreign Language Classroom Anxiety Scale (FLCAS). The Pearson Product Moment Correlation showed that anxiety had significant negative correlation with students’ English achievement (r = -.258, p<.01). Key words: anxiety, achievement, Pearson Product Moment

This paper aims at knowing how indirect feedback affects the writing performance of students who have different language learning strategies. The study used pre-experimental design with pretest and posttest design. Twenty-one students participated in the treatment which lasted for one semester. The treatment applied a process writing approach in which feedback provision was one of the steps in the process. The students were required to write five essays on different topics and the teacher gave indirect feedback on each essay draft. During the revision session, the students revised and rewrote their essays following the feedback provided by the teacher. The last version of each essay was scored. The results showed the students’ writing performance significantly improved from the first essay to the succeeding essays, regardless of their learning strategies. However, a significant difference in writing performance across different learning strategies was not found. They both performed equally well.   Keywords: Direct Strategies, Indirect Strategies, Indirect Feedback, Process Approach, Writing Performance

Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology: This study involved 27 students who joined in Speaking 3 course.  The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings: Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion: The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.

Language attitude and orientation are considered as one of the most important components in the success of learning a target language. The learning context in which students learn foreign language is also considered as variable which contribute to promote teaching and learning process. In addition, individual variable such as gender has its role in students' foreign language learning process. Such argument inspired the researchers of this study to investigate the attitude and orientation of the non-English major students in Mulawarman University towards learning English, and to know if their attitudes are influenced by their gender and contextual factors. This study is quantitative in nature and two sets of questionnaire were used in collecting the data. The findings of this study may be helpful for EFL teachers and curriculum designers in terms of giving additional arguments on the imperative of teaching English course to non-English major students in university context in Indonesia. In addition, it is hoped that this study will broaden the interest of other researchers and teachers to find out how language attitudes and orientation of non-English major students and their correlated factors (i.e. gender, contextual factors may contribute to students' successfulness in learning English.

A context where learning a language takes place may be one of many factors influencing the result of the learning. So far, there has been very few, if not at all, a ready-to-use instrument to examine systematically the condition of learning contexts, especially related to English as a foreign language. Therefore, this study intends to develop a self-reported questionnaire for that purpose, named the EFL Learning Context Questionnaire (ELCQ). The instrument was developed in reference to the existing theories and previous related studies. The development process started with writing the draft of the questionnaire in English and then translating into Indonesian language. The next stage would be validation the instrument, including: expert judgement for content validity and to gather constructive feedbacks (i.e. revisions and suggestions), initial piloting for analysing item validity and reliability (N = 64), and final piloting using Factor Analysis to obtain a stable self-reported instrument (N = 692). The validation result showed that the QELC has been proved to be a valid and reliable questionnaire. Since the ELCQ has been validated through some formal stages, it can be assumed that this instrument can be used in EFL contexts, especially in Indonesia. However, because this study took place in only one region, further studies across samples, time and countries are needed to improve the applicability of the ELCQ.