As the world changing rapidly, new model of learning in 21 st century emerge and should be mastered by teachers. However, in the implementation, English teachers are still lack of knowledge and competence regarding to 21st learning whereas teachers is the agent of change to improve their professionalism continously in facing the alteration.This research was conducted to formulate the indicators of English teachers' professional competence in 21st century and analyze the teachers' effort in contributing 21st century English learning. This research used the framework from Permendiknas No 16 Tahun 2007, and articles journals to formulate the teachers' professionalism indicators. Also, the framework of Assessment and Teaching of Twenty-First Century Skills project (ATC21S) and UNESCO ICT-competences framework (2018) was employed to organize the indicators of 21st century English learning. It analyzed 60 English teachers by using questionnaire and interview. However, only 10 teachers were interviewed to complete the data. Consequently, mixed method research was used in Exploratory research design. The findings illustrated 66 indicators of English teachers professionalism and 80 indicators for 21st century learning that covers ways of thinking, ways of working and tools for working that can be used as self-assessment for English teachers. From the result, some effors can be implemented by English teachers to improve their professional competence such as reading books, journal articles, and research findings, conducting research, participating in workshop, participating in MGMP's activity, continuing education, expanding knowledge through digital media and the school's quality. However, the result showed that the highest percentage. English teachers attend workshops/seminars in increasing professionalism by 15%. Then, 13% of English teachers understand the results of research on 21st century skills and some teachers use the internet to increase professionalism by 12%. 2% of English teachers conduct research on 21st century skills.Thus, it indicated that the indicators can be used as the teacher' self-assesment in 21st century learning and some ways can be adapted by teachers.

Previous researchers have widely investigated the analysis of teachers’ instruction as a micro-learning. These researches need to be continued by analyzing other teaching aspects such as the involvement of learning media and blended learning model. Therefore, this study aims to analyze the teachers’ instruction in Higher Education by using learning media in the context of the blended learning model. By employing a qualitative descriptive analysis approach, this research examined five samples of blended classes’ instruction, including two online synchronous learning, one offline synchronous learning, and two online asynchronous learning. These samples are observed, transcribed, and analyzed to highlight the specific instruction in the classes.Meanwhile, the employment of learning media was gathered using an interview with the teachers. The result of data analysis found that various teachers’ instruction can be implemented in synchronous and asynchronous classes of blended learning context to support students centered learning. Meanwhile, slide shows, Zoom, G-meet, and LMS are the media often used. Moreover, blended learning can support student-centered learning as well as offline learning. This finding contributes to the student-centered approach implementation, which aligns with the 21st-century learning model.

Learning English has its own challenge for Junior High school students in Indonesia. One of the ways to cope with the challenges is by enhancing students’ affective factors such as self-confidence, language ego, risk-taking willingness, and connecting with first language culture. However, researches on these types of affective factors are insufficient thus the researchers were interested to conduct research on the topic. The current study was implementing the narrative qualitative method, where EFL teaching activity was observed. It intended to analyze the teachers’ effort to develop EFL students’ affective variables. The EFL class observed the 9th grade of a private junior high school in West Java which was involving one EFL teacher and 29 students. The research shows that teachers did give favor the development of students’ affective variables as many as 32% from the lists observed. However, it is not sufficient, not programmed, and not systematical. The researchers suggest the educators systematically enhance students’ affective factors in the classroom setting. For further research, it is recommended to conduct research related to the effective factors with broader scopes and samples. Keywords: Affective Factors, Affective enhancement, EFL Students, Teacher Effort