<span id="docs-internal-guid-390b9062-7fff-2883-5d3e-1e0f738b397a"><span>The transformation of education during the COVID-19 pandemic has significantly impacted English teaching (EFL). To facilitate the successful implementation of this transformation, lecturers provide feedback to correct the error and enhance the skills of students to communicate. This study aims: (1) investigate the types of lecturer’s feedback used in the tertiary EFL interaction classroom during the COVID-19 pandemic and (2) identify types of lecturer’s feedback effect on students’ willingness to communicate of the tertiary EFL interaction classroom during the COVID-19 pandemic. Drawing on a qualitative study, data were collected by observation, audio and video recording, and transcription within two online tertiary EFL classroom of the Department of English Education at Universitas Muhammadiyah Surakarta. The result indicates that types of lecturer’s feedback into evaluative, interactive, corrective, and motivational feedback. Evaluative, corrective, and motivational feedback are identified effect in enhancing skills on students’ willingness to communicate. The results offer implications for language lecturers to be aware that providing feedback affects students' willingness to communicate success or failure.</span></span>

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Digital literacy must be instilled as early as possible, even in elementary schools (SD). However, the facts on the ground show that digital literacy in elementary schools has not been implemented effectively. Some schools still encounter obstacles, one of which is caused by the limitations of digital literacy tools or media in schools. This obstacle was also experienced by the Baturan Special Program Muhammadiyah Elementary School (PK) and the Muhammadiyah Plus Elementary School Malangjiwan. Basic digital literacy skills, such as typing in Microsoft Word, have not been fully mastered by students. In fact, these skills are very important in this digital era. This community service is carried out by providing direct assistance to students to practice typing in Microsoft Word. The stages in this activity are starting from observation, pre-test, to post-test in the form of typing practice. The hands-on mentoring method allows students to learn to type and recognize the features and uses of Microsoft Word. The results of this dedication show that there has been an increase in students’ competence in understanding Microsoft Word, providing real experience for students to practice typing, and can grow good digital literacy. This activity is carried out with the hope that in the future, students who already have the initial ability to type from the results of this service, can continue to practice and the school can support it by continuing this kind of activity program through a digital literacy program on an ongoing basis.

The case of increasing the corona-virus cluster circulating on social media has reaped various responses from netizens. The research objectives: (1) Determine the form of speech acts in netizens’ responses towards the Covid-19 pandemic text (2) Describe the content in netizens’ responses towards the Covid-19 pandemic text. The research data are in the form of sentences (speech acts) and sentences containing the substance or content of the netizens’ responses. Data sources are as many as 180 netizens’ responses on Instagram and Facebook. The data are collected by reading and taking notes of techniques. The method of data analysis is using a distribution method which is dividing the elements directly and the equivalent method with pragmatic techniques. The results: First, speech acts in netizens’ responses as locutionary acts, illocutionary acts, and perlocutionary acts. Second, the content responses from netizens. i. optimistic ii. pessimistic iii. neutral.Keywords: Netizens Response, Covid-19, Speech act, Content