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This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

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Abstract:This research's goal is to know the perspective of Islamic studies students towards English learning process. For reaching this goal, there are two research questions: 1) what is the perspective of Islamic studies students towards English learning process in State Islamic University of Sunan Ampel Surabaya? 2) how does English learning process help Islamic studies students in State Islamic University of Sunan Ampel Surabaya to enrich their field study knowledge?. Mixed method was chosen as the method to collect and analysis the data. To answers the first research question, survey was used as research method, and questioner was used as instrument. There were 10 statements in the questioners that were given to 100 participants. Meanwhile, to answer the second research question, qualitative approach was chosen as method to gain answer. Interview was used as data collecting technique that involved 25 participants as informant. Finally, it was found that Islamic studies students had positive perception dealing with the importance of learning English. The result also showed that English learning process on most of students' perspective had not been effective and it did not give much contribution in increasing students' English ability which deals with their disciplines. In conclusion, positive perception of students about the importance of learning English was not facilitated enough by learning process.

In teaching, teacher do not only think about the pedagogic goals, material, and activity used. At the same time, the teacher should also think about how effective the interaction used linked to the pedagogic goals. In short, the success of the teaching learning process relies on how the teacher’s interaction in leading the students to achieve the pedagogic goals. From those phenomenon, this thesis analyzes the suitability of teacher’s interaction with the pedagogic goals in teaching English lesson in SMPN 13 Surabaya by using SETT. The research object is an English teacher of SMPN 13 Surabaya who teach in two different classes; A and G 7thgrade. This study practices qualitative method which uses SETT frame work as a means of analysis. In addition, the researcher uses voice recording and interview as a technique to get the data. As a result, the teacher’s interaction is in the form of IRF pattern that mostly uses close question as initiation. In addition, the teacher’s interactional features that often occur is teacher echo, display question and confirmation request. Furthermore, the teacher’s interaction coincides with the SETT framework to lead student in gaining the pedagogic goals. Though, there are some part of interaction that can be improve for better student involvement such as extended wait time, teacher echo and way of scaffolding.