As an international lingua franca, English plays an important role for students of health for both academic and career success; however, it is often neglected in its planning and implementation. The present study aims at redesigning the teaching of English for midwifery students using an ESP approach by analyzing present situations (PSA), target situations (TSA), and learning situations (LSA) as the basis for designing English programs. The research was conducted at Midwifery Department, Polytechnic of Health (Politeknik Kesehatan henceforth POLTEKES) Mataram, Indonesia involving students, English lecturers, subject specialists, and management. Data were collected using triangulation techniques -- ECSCS Test, questionnaires, interviews, Focus Group Discussion (FGD), and documentation – and were analyzed qualitatively and quantitatively based on the characteristics of data. The research found that (i) the students’ level of English was still low (84.6% in Basic); (ii) the target needs (necessities) are to be able to communicate both spoken and written in carrying out the duties in workplaces and professional development; (iii) from those results mentioned above, there were conflicts among aspects of needs in designing courses, that is, the high target does not correspond to entry behavior, the number of credits allocated, and facilities. Considering the results of NA, it is suggested that the English programs can be designed using Necessities (TSA)-based Approach, PSA-based Approach, or Mixed Approach with its own advantages and disadvantages

The impact of the corona virus pandemic (Covid-19) is now increasingly felt in the field of education, especially the change in teaching and learning modes, from offline learning to online. The online learning mode naturally brings uncomfortable adaptations among educators and students. Adaptation can relate to the literacy and competence of teachers in using online learning platforms and students' familiarity with online learning systems. This study aims at identifying and describing the students’ perspective on innovation in English language teaching (ELT) during the online learning. This study is a case study at 6th semester in English Education Study Program of Mataram University. This study uses qualitative methods and data collection techniques in this study are questionnaire and interview.

The mastery of English Grammar for Students of English Education Department (henceforth EED) has a multipurpose target, namely, to build their confidence in communication (both spoken and written), to prepare them to be English teachers, who need English grammar for teaching, and to meet their graduation requirement on the TOEFL score, one section of which demands a high level of grammar mastery. Thus, the series of English Grammar courses are expected to equip them with those competencies. However, based on some research findings and observations, students' grammar mastery is still far from the aforementioned purposes. This research aims at redesigning the teaching of English Grammar using Blended Learning by combining face-to-face and online learning. This is a part of a longitudinal study employing the development framework of Blended Learning proposed by GIHE (2010). The data were collected using triangulation techniques (document, questionnaire, and interview) involving EED lecturers, 2 ndsemester students and analyzed descriptively. The results showed that the design of Blended Learning integrates Consciousness-Raising (C-R) Model for face-to-face mood and Google Classroom platform for online mood. Both online and F2F materials were made parallel with slightly different contents. Each unit systematically consists of Learning Objectives ^ Pre-Test ^ Materials Presentation ^ Exercises (for each sub-topic) ^ Self Assessments and Reflection on Learning ^ Post Test. Students responded positively to the design of Blended Learning using C-R Model and Google Classroom in terms of ease of access, usefulness, and students' satisfaction.

The success of learning cannot be separated from the level of self-directed learning (SDL) of the students. Therefore, this study aims at describing the level of EFL learners’ self-directed learning and exploring the main factors which affect their SDL levels. The method used in this study is descriptive qualitative research. The participants are the fourth-semester students of the English Education Program in higher education in Lombok. The data were collected by using two sets of questionnaires: a close-ended questionnaire and an open-ended questionnaire. The data were analyzed with a thematic analysis method. The findings showed that 60% of students are at moderate level, 33% high, and 1% in low level. Two main factors which affect students’ SDL levels are teacher-student interaction and intrinsic motivation.

Relative clauses (RC), in whatever the languages, are essential for investigation especially on how noun phrases as nuclear and oblique relations are workable in Keenan & Comrie’s (1977) Noun Phrase Accessibility Hierarchy. In this paper, Relativization Strategies of Sasak Ngeno-Ngene Dialect in Lombok is presented with the aims are (1) describing the ability of these relations in direct relativization, (2) analyzing the strategies used when indirect relativization occurs, and (3) formulating the right orderings of these relations in the hierarchy. The data on relativization strategies were taken by elicitations, an interview with some informants and documentation of the previous related studies. Then, a careful analysis was made with reference to common linguistic typological approach. The results of this study showed that: (1) gap strategy underlines direct relativization for S (subject) of SVO, O (object) of OVS and OBL of destination, (2) case-coding strategy is preferred by OBL of locative, and (3) passivization strategy is suitable for all indirect relativizations for O (object) of SVO and OBL of benefactive, recipient, and instrumental. The hierarchy of nuclear and oblique relations were formulated: S (SVO) > O (OVS) > OBL (DES > LOC) in direct relativization. Conversely, the hierarchy of O (SVO) > OBL (BEN > RECIP > INST) is shown in indirect relativization.