Abstract:The debate over the use of Bahasa Indonesia and English has been an unsolved issue. Some teachers still lack confidence in using Bahasa Indonesia in their teaching to promote classroom interaction. Classroom interaction is important since the more engaged the students are, the more successful the material delivery will be. Hence this study was aimed at finding out whether or not teacher"s use of Bahasa Indonesia in teaching receptive skills of language and grammar contributes to classroom interaction and investigating the benefits of the use of Bahasa Indonesia in EFL classes as perceived by the teachers and the students. Six classes of different majors and six English lecturers from a polytechnic in Bandung participated in the study. The data were collected through questionnaires, interview, and classroom observation. The findings support the idea that teachers" use of Bahasa Indonesia judiciously promotes classroom interaction. Both students and teachers found the benefits of the use of Bahasa Indonesia in the classroom only when it was needed. However, some teachers still overused Bahasa Indonesia in the EFL classrooms.Keywords: teachers and students" perceptions, classroom interaction, English (L2), Bahasa Indonesia (L1), English as a Foreign Language Teaching Abstrak: Perdebatan mengenai penggunaan Bahasa Indonesia dan Bahasa Inggris menjadi isu yang belum tejawab sampai saat ini. Beberapa guru masih kurang percaya diri dalam menggunakan Bahasa Indonesia dalam proses pembelajaran mereka untuk meningkatkan interaksi kelas. Interaksi kelas merupakan hal yang penting karena semakin para siswa terlibat, semakin berhasil penyampaian materi pembelajaran yang dilakukan guru. Oleh karena itu, penelitian ini ditujukan untuk menemukan apakah penggunaan Bahasa Indonesia oleh para guru dalam mengajarkan keterampilan berbahasa receptive dan tata bahasa berhubungan dengan interaksi kelas atau tidak dan meneliti keuntungan penggunaan Bahasa Indonesia dalam kelas EFL seperti yang dikemukakan oleh para guru dan siswa. Enam kelas dari jurusan yang berbeda dan enam dosen dari satu politeknik di Bandung berpartisipasi dalam penelitian ini. Data didapatkan melalui kuesioner, wawancara, dan observasi kelas. Temuan penelitian ini mendukung gagasan bahwa penggunaan Bahasa Indonesia secara cermat meningkatkan interaksi kelas. Baik siswa maupun guru mendapatkan keuntungan dari penggunaan Bahasa Indonesia di dalam kelas hanya ketika dibutuhkan. Namun, beberapa guru masih menggunakannya secara berlebihan di dalam kelas EFL.

The research is aimed at finding out the perception of English Education Study Program lecturers on the teaching and assessment of language skills whether they need to be taught in segregation or integration. There have been many research results stating that the teaching of the all four language skills is proven to be more successful when it is done in integration. However, in Indonesia, mostly the teaching is still in segregation. The respondents of the research were 68 lecturers of English Education Study programs united at APSPBI, an association of English Education Study Program. The research employed descriptive method with the instruments of online questionnaires, interview, and documentation. The online questionnaires consisted of six questions and they were spread out through social media. The interview was conducted to five lecturers of different universities and the documents analyzed were books on speaking, reading, listening and writing skills used at the universities where the respondents teach. The result shows that 80% of the respondents still teach the English skills separately. However, 64% from the total number agree that the skill should be taught in integration. 50% of books used by the lecturers are integrated. Even though mostly the lecturers agree to the skills integration, in fact some of them still find themselves focusing on one skill to be emphasized in one meeting. Mostly the lecturers prefer the assessment to be conducted in integration yet most of the books still separate the assessment based on the skills.

The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that  their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun.

Pedagogy and Content Knowledge (TPACK) which is a unification between the use of technology, knowledge in the field of pedagogy and knowledge related to lesson content is currently being intensified by the government to be practiced in schools. Teachers are required to develop one more skill in their profession, namely the skill of using technology-based learning media that is in accordance with pedagogical principles and is also relevant to the lesson content. Due to the importance of integrating TPACK into learning, material on TPACK currently has its own portion in the Teacher Professional Education Program (PPG) curriculum. But what are the techniques for teaching TPACK so that teachers' skills in integrating TPACK into learning can improve? In this study, the researcher who is also the supervisor of learning practices in the PPG program directs students to prepare for learning practices using the Lesson Study. The TPACK teaching is carried out using the hands-on at the preparation stage (plan). After planning (plan), students who are selected to become model teachers will practice teaching as is done by all students, but the model teacher learning videos will be observed by other students and other students will provide input and observations during the reflection phase (see) . After three cycles of learning practice were carried out, students showed significant improvements both in learning tools and in learning practices.

Toddler English Club is a community service program carried out in the context of the academic community's concern for the development of early childhood intelligence. In Education, Early Childhood is a child who is in a golden age with a level of potential development. Ability in language encourages children to be more adaptive, more intellectually, linguistically, socially, and academically. Sindang Sari Village, which is located in Bojongrangkas Village, Ciampea District, Bogor Regency, is the location for the Pakuan University Real Work Lecture. he partner in this service is PAUD Kania which has provided special support in the implementation of the Toddler English Club program with training methods for its students. The Toddler English Club training is carried out very dynamically, this is evidenced by the activeness and responsiveness of the students, this is due to the excavation and disclosure of information from PAUD Facilitator Teachers as well as their involvement in this training..