In this era of information, communication, and technology, digital literacy is a must for the internet users including students. Digital literacy means the abilities to both select information on the internet and is aware of online safety. Despite the concerns about digital literacy, there is a paucity in the curriculum which does not state it as a learning goal. Therefore, this paper attempts to propose two models of learning activities to promote teaching digital literacy in an English classroom. After referring to several theories related to digital literacy and text types stated in Indonesian recently used curriculum, two models for teaching English at a senior high school level that promote digital literacy teaching are offered. The models comprise approaches to teach digital literacy, grades, text types, objectives, steps of learning activities, and assessments to assess students' learning.

A considerable amount of studies has explored gender differences in reading attitude and motivation among students in both elementary and secondary school levels. However, none of them is concerned with English reading attitude and motivation among santri or students living at Islamic boarding school in which gender segregation is applied. This study attempts to investigate santri�s reading attitude and reading motivation based on their gender. Three hundred and nineteen students at pesantren-based senior high schools in Yogyakarta Special Region province participated in the study by completing both reading attitude questionnaires and motivational reading questionnaire (MRQ). The results showed that there were significant differences among female and male santris in terms of reading attitude and motivation. The independent sample t-test revealed that female students reported statistically significant higher attitude in both academic and recreational reading than male students. Similarly, female students also reported higher reading motivation in three dimensions of MRQ, i.e. reading involvement, importance of reading, and competition in reading than male student. Likewise, regression analysis showed that gender could predict santri�s reading attitude and motivation. This study, therefore, confirmed a consistent finding from the previous studies revealing that female students had higher reading attitude and motivation than male students.

The current pandemic situation has forced EFL pre-service teachers to conduct their teaching practice virtually. By teaching virtually means that they must have the ability to manage classroom online. However, to the best of researchers" knowledge, these preservice teachers did not get any preparation related to online classroom management. One of the must-have abilities for pre-service teachers to manage online classroom is social presence. Since during online teaching the social contact between teachers and students weaken, then the ability for the teachers to socially present before their students is urgent. Though several studies have proposed that students" social abilities could be supported through project-based learning, there is a limited study investigating project-based learning and social presence. Therefore, through this research, the researchers attempted to develop a course focusing on developing pre-service teachers" social presence while practicing online classroom management through four stages of project-based learning activities. Using a social presence questionnaire adapted from Swan et al. (2008) and , after one semester, the results show that there was a significant difference between pre-service teachers" pre-test and post-test score of social presence. It is also found that female pre-service teachers have higher social presence level than male pre-service teachers. In addition, 87% of the pre-service teachers joining the study also acknowledged that the project-based learning activities they did during the course help them develop their social presence. At the end, several implications related to the research findings are proposed in this paper.

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This study aims to investigate English Education students speaking anxiety in both online and offline learning contexts. This study did a further investigation about the strategies they use to cope with their anxiety when doing public speaking in both online and offline contexts. Although there is a lot of research regarding speaking anxiety has been done by the researchers both in Indonesia and other countries, there are still limited studies discussing speaking anxiety in education especially in both offline and online learning among English education students in Indonesia. This study employed a qualitative method. The data were collected through interviews with two students from a private university in Indonesia. The findings showed that both participants were less anxious when they do public speaking in the online context than in offline one. Furthermore, it was also found that these participants only used one strategy to overcome their anxiety (i.e., preparation) for online public speaking; and used more strategies (i.e., relaxation, preparation, positive thinking, audience depreciation, concentration, and resignation) to deal with offline speaking anxiety. Therefore, it is implied that through these coping strategies,

A large and growing body of literature has investigated students' reading attitude and motivation either in elementary or secondary levels. Unfortunately, there remains a paucity of similar study in the context of santri or students in Islamic boarding school. This study, therefore, examined the reading attitude and motivation dimensions among santris. Three hundred and nineteen (319) students at pesantren-based senior high schools in Yogyakarta Special Region province participated in this study by completing reading attitude survey adapted from McKenna et al. and motivation for reading questionnaire (MRQ) adapted from Wigfield and Guthrie. Exploratory and confirmatory factor analyses confirmed that reading attitude was represented by two dimensions as suggested by the finding in previous studies. On the other hand, instead of eleven, only seven reading motivation dimensions manifested in this present study. Reliability coefficients for all the subscales were acceptable. Finally, correlations analysis revealed that each dimension of both reading attitude and motivation were correlated positively.

Studies examining the reflective teaching practice of pre-service teachers in the context of EFL are still under-discussed as in Indonesia. Therefore, to fill this void, this study was conducted to identify the reflection of EFL pre-service teachers during teaching practice at schools. In practicing teaching, pre-service teachers face several challenges such as factors that influence the success of prospective teachers in teaching practice, lack of evaluation, and problem-solving in the classrooms with students. Therefore, through this research, the researchers try to examine the reflective teaching practice of an EFL pre-service teacher. This is a qualitative study using thematic analysis to analyse the data. The data were gathered from interviews and teaching journals. The finding shows that during the teaching practice, the participant’s experiences were reflected through five dimensions, i.e., philosophy, principles, theory, practice, and beyond practice. Overall, the results show that the participant’s beyond reflection remained the same with what she did in practice, and the themes that have been revealed from her reflections including the need to do a lot of preparation, having a variety of alternatives to minimize problems in the classroom, and the importance of students' success in understanding the material. The findings, therefore, are expected to provide insight to other EFL pre-service teachers to have reflective practices while conducting teaching practice.

This research aims to investigate the sources of teaching anxiety as experienced by EFL pre-service teachers during the teaching practicum and the types of strategy used to cope with the teaching anxiety. This research used Aydin (2016) and Murray-Harvey et al. (2000) frames to investigate the sources of teaching anxiety and the strategies to cope with it. One English pre-service teacher was willing to participate as participant in this research. The data were collected through semi-structured interviews. The researchers found that the pre-service teacher was anxious mostly due to the lack of teaching experience, her personality, fear of making mistakes, difficulties in time management, lack of learner motivation, and technical issues. This research revealed that there are eight strategies used by the participant to cope with her teaching anxiety (i.e., cognitive strategies, behavioral strategies, emotional strategies, self-management skill, professional qualities, discussion with people, support from supervising teacher, and feedback from lecturer supervisor). Further implications and recommendations are also described in this research. The results from this research suggest alternatives for EFL pre-service teachers to cope with anxiety during teaching practicum.