This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students' extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students' oral communicative competence.

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers' pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semistructured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

Evidence is mounting that teacher question can assist EFL students in various purposes in teaching learning process. However, teacher's lack of knowledge about questioning taxonomy could become a failure in leading students' learning. This study investigates questioning strategies, the taxonomy of questions-type, and their application by teacher in advanced prose class, to scaffold students' learning. Classroom observations, field notes and videotape recording, were employed to collect the data. Findings indicate that among four types of questioning strategies, redirecting was the most frequently used to initiate students' responses and to probe more into students' understanding. Other findings show that low-cognitive questions were common. Of those, knowledge-based questions were the most frequently used to confirm students' understanding of the materials they learnt, but, the higher-level questions were rarely used. It was also found that teacher employed questioning strategies ineffectively to manage the class; insufficient time responded to a complex level of questions; the number of questions created confusion. Some changes to create effective classroom questioning and a stronger connection between the level of question and the questioning strategies are discussed.

Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers. Hence, interaction between teacher and student is necessary to solve such problem of feedback communication. Responding to this issue, the present study was intended to examine the effects of teacher written corrective feedback combined with teacher-student conference on students' revision in writing a cause-effect essay. Two intact classes of 73 students taking an academic writing course at Institut Agama Islam Negeri -IAIN -Tulungagung were involved in this study. A cause-effect writing prompt and a revision scoring rubric were developed for use as the instruments to collect data on students' making revisions. The findings show that there is no statistical significant difference in the mean scores of the revisions of the students given teacher written corrective feedback combined with teacher student conference and those of students provided with teacher written corrective feedback only.

This study investigated students' perspectives in using XReading website in an Extensive Reading course during the pandemic era of Covid-19. The method employed in the study was a mixed method research design used to describe the quantitative and qualitative data integrated in a single survey of students’ perspective on the use of XReading as an Extensive Reading platform for higher education students. A questionnaire and an interview guide were utilized as the instrument of this study. The results of the questionnaire were calculated in the form of frequency distribution and percentages which were then combined with the result of the interview and being elaborated into sentences in the form of narrative. The participants showed positive responses toward the use of XReading in an Extensive Reading course. They also claimed that the website is an adequate online source that is not only providing reading materials, but also allowing students with opportunities to develop their English language skills such as reading ability as well as vocabulary acquisition and listening skills. Keywords: students’ perspective, XReading, extensive reading  Abstrak: Penelitian ini meneliti perspektif mahasiswa dalam menggunakan situs web XReading untuk program Extensive Reading yang mereka lakukan di era pandemi Covid-19. Metode yang digunakan dalam penelitian ini adalah desain penelitian metode campuran yang didefinisikan untuk menggambarkan data kuantitatif dan kualitatif yang tergabung dalam sebuah survei mengenai perspektif mahasiswa tentang penggunaan XReading sebagai platform Membaca untuk mahasiswa pendidikan tinggi. Kuesioner dan wawancara digunakan sebagai instrumen pada penelitian ini. Hasil angket dihitung dalam bentuk distribusi frekuensi dan persentase yang dijabarkan ke dalam kalimat dalam bentuk format naratif. Peserta yang mengikuti penelitian ini menunjukkan respon positif terhadap penggunaan program XReading for Extensive Reading. Mereka juga berpendapat bahwa situs web tersebut merupakan sumber online yang memadai yang tidak hanya menyediakan bahan bacaan, tetapi juga memberikan banyak kesempatan kepada siswa untuk mengembangkan kemampuan bahasa Inggris mereka seperti kemampuan membaca serta penguasaan kosa kata dan keterampilan mendengarkan. Kata kunci: perspektif mahasiswa, XReading, extensive reading