Abstract. This longitudinal study aims to seek for solutions concerning the teaching and learning English at the Faculty of Medicine University of Mataram (UNRAM). The first year of the study is emphasized on the outcomes of needs analysis, which encompasses the Present Situation Analysis (PSA), the Target Situation Analysis (TSA), and the Learning Situation Analysis (LSA). Various data were collected form the documents of Standar Kompetensi Dokter Indonesia (SKDI) a.k.a. Competency Standards of Medical Doctors in Indonesia, the Graduates Profile of Faculty of Medicine UNRAM and the documents of student English proficiency levels within the last 5 years. Other sources of data were taken from a number of focused group discussions and in-depth interviews with students, alumni, subject specialists, management of Block, and various techniques. The data were then analyzed descriptively and qualitatively. Findings of the study show that the level of English of students at Medical Faculty was still far from being adequate to meet the SKDI. As such, three learning goals were generated from this study, i.e. the short-tem, mid-term, and long-term goals. The study suggests that to bridge the gap, the Faculty of Medicine needs to develop a number of language programs to prepare these students to achieve competencies that meet the standard of Graduate Profile and SKDI.

This study aims to reveal how high school teachers adjust to the demand of utilizing digital literacy skills in two selected areas of the Lombok Island, Indonesia. The study sought to get deep understanding of how high school teachers developed their digital literacy competences and kept up with the demand of online teaching of English during the pandemic time. The study also sought to identify problems pertaining to the utilization of digital literacy in the pandemic time. The study employed a qualitative method with multiple-case design. A purposive Sampling technique was used to determine the key informants for the study. The data were obtained from various sources, which included interviews, observations and document studies. The process of data analysis encompassed data reduction, data presentation, and conclusion drawing. This was done through triangulation of data iteratively. The data were then analyzed thematically. The study yields that teachers in the two selected research areas acquired varying degrees of digital literacy competences due to different goal-setting, interests, knowledge and skills. A number of problems pertaining to teachers’ differing competences in digital literacy were identified, i.e. (1) lack of internet access (2) the absence of professional development, (3) and institutional support system. All of these problems were intertwined in nature. The study concludes that a professional development program needs to be devised for the participants to improve their performance and competence in utilizing digital literacy.

Mastery of English grammar for students in English education departments has a dual purpose, namely to improve their ability to communicate in English fluently and accurately, and to prepare them for becoming English teachers capable of explaining aspects of the English language. Thus, the English grammar course series is expected to equip students with the ability to use the language at the same time as explaining elements of the English language. This investigation aims to improve the learning, learning process, and the results of English grammar courses by integrating the deductive method and holistic assessment approach. This consists of assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). The study was conducted among 72 fourth-semester students in the English education department at the University of Mataram. Data were collected using various techniques such as tests, observations, portfolios, and documentation, and were analysed qualitatively and quantitatively. From the analysis it was concluded that (1) the materials of EG were designed to fulfil the teaching and learning process by integrating the deductive method and the holistic assessment approach, with the proportion of AfL and AaL higher than that of AoL; (2) the integration produced a significant improvement in the TOEFL test (SWE section), with an increase of 63.24 points – from an average 388.84 on the pre-test to 452.01 on the post-test; (3) students responded positively to both the model used and the implementation of the deductive method and holistic assessment. The practical implication of this research is that those teaching grammar in English education need to consider applying holistic assessment in both design and implementation.

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Abstrak: Program Penempatan Dosen di Sekolah (PDS) merupakan program pengembangan kompetensi dosen dalam pembelajaran sekolah yang dilaksanakan oleh Direktorat Belmawa Kemenristekdikti. Program yang dilaksanakan oleh dosen LPTK dan didampingi oleh guru sekolah mitra bertujuan untuk memberikan pengalaman praktis baik perencanaan, pelaksanaan, maupun penilaian pembelajaran secara nyata di sekolah. Tulisan ini bertujuan untuk merefleksikan kegiatan PDS d SMA Negeri 1 Matarm, Lombok. Metode yang digunakan adalah Reflective Teaching Model yang merupakan bagian dari penelitian kualitatif deskriptif. Kegiatan melibatkan 2 orang (Dosen dan Guru Mitra) dan 79 siswa sebagai penerima dampak dari kegiatan pembelajaran. Data dikumpulkan dengan dokumenter (RPP), Refleksi pembelajaran, dan Tes dan Non-tes. Hasil refleksi pembelajaran menunjukkan: (1) Kegiatan PDS ini telah memberikan pengalaman praktis kepada dosen terkait dengan perencanaan, pelaksanaan, dan penilaian pembelajaran berdasarkan K-13 revisi 2017; (2) Langkah-langkah dalam pembelajaran Teaching Learning Cycles (BKOF, MOT, JCOT, dan ICOT) dapat terintegrasi dengan Literacy dan unsur 4C dalam Pembeajaran Abad 21 (Creativity, Collaboration, Critical Thinking, dan Communication; (3) Kegiatan pembelajaran terintegrasi tersebut telah mampu meningkatkan partisipasi dan kemampuan peserta didik dengan rata-rata skor 87,98 dengan tingkat ketuntasan mencapai 92,41%.Kata kunci: Pemberlajaran Abad 21, TLC, PDS, Bahasa Inggris, K-13Abstract: The Program for Lecturer Placement at School (known as PDS/Penempatan Dosen di Sekolah) is a program for the improvement of lecturers’ pedagogic competency initated by the Directorate of Belmawa Kemenristekdikti. The program, carried out by LPTK lecturers and accompanied by teachers from partnership schools, aims to provide practical experience in planning, implementing, and evaluating real learning at schools. This paper aims to reflect the PDS program in SMA 1 Matarm, Lombok. The method used is the Reflective Teaching Model. The activity involved 2 people (Lecturer and Teacher Partner) and 79 students as recipients of the impact of the learning activities. Data is collected by documentary (Lesson Plan), learning reflection, and tests and non-tests. The results of the learning reflection show: (1) The PDS program has provided practical experience to lecturers related to planning, implementing, and evaluating learning based on K-13 revised 2017; (2) Steps in Teaching Learning Cycles model  such as BKOF, MOT, JCOT, and ICOT can be integrated with Literacy Program and 4C elements in 21st Century Learning (Creativity, Collaboration, Critical Thinking, and Communication; (3) The integrated learning activities have been able to increase students’ participation and ability with an average score of 87.98 and a mastery level reaching 92.41%.Keywords: 21st Century Learning, TLC, PDS, English, K-13