This article discusses about the implementation of contextual teaching learning (CTL) to solve three problems found in the teaching of integrated skills (Englishproficiency class): materials, methods (the integration of the four skills), and the students’ passiveness. Contextual teaching learning helps teachers relate materials or content to real world situations and motivate students to make connections between knowledge and its applications to their real lives or roles as family members, citizens, and workers and engage in the hard work that requires learning. This research was an action research done in three cycles and each cycle took five sessions with five phases: diagnosis, plan, action, and observation, evaluation and reflection. It was found that in the first cycle with five phases thethree problems found could be solved with the implementation of CTL, but there were still some students who were passive in the speaking activities in groupsbecause they had problems with their vocabulary, grammar, and self confidence. In addition, in the second cycle with five phases the problems found in the firstcycle could be handled, but there were still a few students that had the same problems found in the first cycle. Finally, in the third cycle with five phases againthe problems in the first cycle could be solved even though there was still one student who did not speak English actively.

Abstract This research aimed at finding out the degree of the correlation between students’ learning strategies and their English Proficiency. It was based on the rationale that students still had problems with their English proficiency and did not know what to do to improve it. On the other hand, there are some successful language learning strategies that can be applied based on some experts to help them. To find out whether there was positive correlation between students’ language learning strategies, data were collected. To collect the data about language learning strategies, a questionnaire was used which had been tried out to know its validity and reliability. To find out the students English proficiency, TOEFL was used. To test the hypothesis, the results of questionnaire and TOFL were correlated by using Pearson Product Moment. The hypothesis was tested by comparing r computed with the Pearson table on the level of significance 0.05. The result of r computed was 0.523, and the critical value was between 0.325 and 0.304 with the degree of freedom 37 (n-2). It was found that the value of r computed was higher than the Pearson table r value. It can be concluded that there was a positive correlation between students’ language learning strategies and their English proficiency. In other words, the research hypothesis was accepted.

The objective of this research was to investigate EFL students’ perceptions on the implementation of flipped learning. Employing a concurrent mixed method of data gathering techniques, this research was conducted in an English Literature Study Program of a private university in Padang, West Sumatera Province. The participants were fourth-semester students in an intermediate English grammar who were encouraged to actively participate in the class. The flipped instruction was implemented in four meetings. At the end of the sessions, a Google form questionnaire was handed out. Quantitative and qualitative data analysis found out that most students expressed positive perceptions on flipped learning, as indicated by its efficacy to facilitate preparation for offline sessions, making them more active, and completing grammar exercises better. Overall, flipped learning was acknowledged to be effective for English grammar in this study, despite few suggestions for the lecturers to assist them understanding material better.