This study aimed to investigate how often the English teacher uses explicit and implicit meanings during the teaching-learning process in primary school, and its impact on the students’ understanding of the English material. This study was a conversation analysis study that involved one class of grade four in a primary school in a city in Indonesia. This study employed qualitative methods, and used observations to collect data, namely by recording the teaching-learning interaction. The data were analyzed by interpreting the recorded script. The study revealed that the teacher used explicit meaning in the entire teaching-learning process, and these explicit meanings made the students understand the English material easily. Keywords: explicit, implicit, children’s cognitive development, EFL classroom

Teaching style refers to teacher-student interaction, teachers' quality and behavior, classroom management, teaching media, planning subject matter, and teacher's action that affect the effectiveness of the teaching-learning process. Since there is still little research discussing EFL teaching styles in higher education, this study aims to find the EFL teachers' preferred teaching styles in one of Indonesia's universities. This study implemented a basic interpretative study with four EFL teachers as participants who have different teaching experiences. The study results showed that the participants act six out of ten teaching styles provided in the research instrument. Then, the participants prefer the facilitator style in their daily teaching activities. In brief, the participants did some teaching styles, but most of the time, the facilitator style was their typical teaching style.

After the COVID-19 pandemic hit, the world of education, including universities, had to find a solution on how education could continue to run well. During the pandemic, lectures are conducted online. However, after the conditions improved, the lectures were shifted to hybrid learning. The aim of this study was as a self-reflection through the experiences and perspectives of EFL students regarding the application of hybrid learning as an adjustment to the COVID-19 pandemic. This study uses photo voice as a research methodology involving 5 EFL students from 4 different classes. The results showed that, according to participants, hybrid learning was not the right solution for lectures for one semester. Internet disturbances and the unpreparedness of lecturers in implementing hybrid learning are the causes.

Indonesian government provides many programs in developing teacher’s profession, such as certification, standard of education background, and teachers’ group (Teacher Activity Center (PKG), Course Teacher Forum (MGMP), and Teacher Working Group (KKG)). This study attempted to investigate teachers’ perspective on government professional development programs. This research applied basic interpretive qualitative research, and used open-ended questionnaire and semi structured interview as technique of collecting data. The participants of this research were fifty EFL teachers from five cities in Indonesia. The research finding showed that Indonesian EFL teachers have positive perspective on professional development in improving their teaching skill. Most of the EFL teachers also have positive perspective on government professional development programs, even though some of them suggest that the government professional development program is better to provide activities improving their teaching skills than to discuss administration. The implication of this study is the Indonesian EFL teachers have positive perspective on government professional development programs, but they also suggest the government professional development programs should focus on helping the teacher in improving their teaching skills.

<p>The capacity to plan lessons and assess students’ learning defines junior high school teachers’ professionalism. Because it significantly affects how they evaluate students’ writing learning outcomes, junior high school English teacher must have a solid foundation in assessing writing. 87 Junior high school teachers from the district and 38 junior high school teachers from the municipality were asked to participate in this quantitatively descriptive study by completing questionnaires regarding their fundamental writing assessment knowledge. Only 16.09% of district teachers and 26.32% of municipal teachers received scores above 60 as a result. These teachers still have significant difficulties planning, implementing, and evaluating writing even though they are all credentialed and routinely report significant professional activities. All stakeholders, particularly schools and the ministry of education.</p>