This community service aims to improve English skills and learning for SMK Al Hasra teachers to make the school go international. The method of implementing this service used training which included the preparation, socialization, implementation, and evaluation stages. The instrument for evaluating this activity used a questionnaire and was analyzed descriptively. This service showed an increase in the teacher's ability to master English language applications, namely English as a Medium of Instruction and General English material, including listening, speaking, reading, and writing. In addition, there was a positive response and satisfaction from the school for the training that had been provided.

Language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. Along with this advancement, there is a wider chance to learn things outside the classroom, including language. In the Indonesian context, many students have done wider exploration to improve their English exposure through various activities. This study aims to reveal the learning strategies done by a successful EFL learner through case study research. The result shows that online games, e-books, and movies are some of the prominent learning tools of  Language Learning Beyond the Classroom (LLBC) to enhance language exposure and learners’ autonomy.

This study investigated the role of the teachers’ F move in the English as a foreign language (EFL) classrooms and how it affected teacher-student interaction in the classroom. The F move, also known as feedback, is considered an important part of the classroom interaction as it serves two primary roles: evaluative and discoursal. This study used secondary data of classroom interaction during English lesson in two senior high schools in Indonesia. The data were then analysed using the Conversation Analysis (CA) approach. The findings of the current study showed that the teachers used the F move mostly served its evaluative role and there was no evidence of the F move serving its discoursal role. This study suggested the need for teachers to re-evaluate the current teaching practice, especially the way they provided feedback or used the F move as a response to students’ answers.