The research was conducted to investigate how the teacher built pedagogic interactions with the students in an online EFL class in Depok, including how the teacher used speech structures, language shifts, and how the students perceived the interactions. The shift to online learning in the pandemic era had affected the quality of learning. Due to the complexity of online learning, interpersonal interactions between teachers and students were frequently overlooked in an online class. Applying exploratory sequential mixed methods, the research was meant to provide findings that could be used to improve the quality of online learning. It began with a qualitative research phase, and then the results of the qualitative phase were used to build into the quantitative phase. Classroom observations, stimulated recalls, and a questionnaire were used to collect the data. The results indicate that the EFL teacher builds his/her interactions by prioritizing pedagogical functions and targeting the students' cognitive domains. The dominant learning cycle is the focus phase with a pedagogical role as an information provider. Intramove is identified as the most frequently occurring code-switching type used for pedagogical, managerial, and technical functions. Translanguaging is also identified which gives rise to productive bilingualism. Overall, the pedagogic interactions that are established by the EFL teacher are well perceived by the students, and they give some suggestions for the quality improvement of EFL online learning so that future classes will be more interactive. More research on the aspects of class interactions during online learning should be carried out to help teachers improve the quality of their online teaching.

Abstract:. The problem that often arise in the study is the lack of understanding of the hidden curriculum so the teacher does not know the positive impact of the hidden curriculum activity itself, despite the fact that the hidden curriculum activities are often carried out in the learning process. This study was aimed to describe the hidden curriculum implementation strategy on educational subjects of Al-Islam in SD Muhammadiyah I Yogyakarta Wirobrajan academic year 2017/2018. The method used in this research was descriptive qualitative and the  data collection technique used observation, interviews, and documentation. The results showed that the implementation of the hidden curriculum on the educational subjects of Al-Islam had positive habit to students during the learning process by using expository  and inquiry strategy for the achievement of school goals along with the vision and mission of the school established to form Islamic generation, knowledgeable, noble, and cultured.Keywords: Hidden Curriculum, Al-Islam Education Abstrak: Permasalahan yang sering muncul di dalam pembelajaran adalah kurangnya pemahaman guru mengenai hidden curriculum sehingga guru tidak mengetahui dampak positif dari kegiatan hidden curriculum itu sendiri, meskipun pada kenyataannya kegiatan hidden curriculum sering dilaksanakan tanpa disengaja di dalam pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan strategi pelaksanaan hidden curriculum pada mata pelajaran pendidikan Al-Islam di SD Muhammadiyah Wirobrajan I Yogyakarta tahun ajaran 2017/2018. Metode yang digunakan dalam penelitian ini yaitu deskriptif kualitatif melalui teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan hidden curriculum pada mata pelajaran pendidikan Al-Islam sudah baik memberikan pembiasaan yang positif kepada siswa pada saat pembelajaran berlangsung dengan menggunakan srategi ekspositori dan inquiry demi tercapainya tujuan sekolah serta visi misi sekolah yang sudah ditetapkan yaitu terbentuknya  generasi islami, berilmu, berakhlak mulia, dan berbudaya.Kata Kunci: Hidden Curriculum, Pendidikan Al-Islam

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