Recent studies have paid attention to peer interaction as a means of second language (L2) learning. Interaction among learners in carrying out task is believed to mediate the process of L2 learning. The study therefore observed the nature of a pair talk in an interaction while completing a grammar task. The interaction was recorded and analysed by using language related episodes (LRE) in terms of form, lexicality, and mechanism. LRE was used in order to understand the characteristics of a pair talk at homogenous (intermediate-intermediate) level and to examine the participants' accuracy in completing the task. The results suggest that even though the pair solved the questions in the task using form-focused LRE (F-LRE) and resolved the task interactively, they were not able to make correct decisions over grammar errors.

The Covid-19 pandemic causes learning to be done online. But many teachers, students, and parents feel plenty of constraints in online learning. So, the study aims to describe the problems of mathematics and solution studies in the pandemic situation. The method used is a qualitative approach. The subject of research is an Islamic Senior High School in Indonesia. The results of these studies show problematic mathematical studies those students are less capable in independent learning and improper learning motivations during the Covid-19 pandemic. An alternative solution to the problem is a personal approach to students, scaffolding, learning media that more satisfy motivation for learning mathematics, and the application of online learning methods that correspond to students' characteristics. To do so is expected of teachers to select learning strategies to increase selfreliance and learning motivation.

Drawing on Long's (1985 cognitive and Vygotsky's (1978) sociocultural theory, this study used peer interaction to identify conversational interaction strategies that low proficient learners employ when completing communicative tasks. This study was conducted to document negotiation for meaning strategies when low proficient learners who study in a private EMI university were completing communicating tasks. The results of this study explained that the learners preferred to use confirmation checks and clarification requests to negotiate for meaning, where these findings were not much different from previous studies. However, this present study is expected to provide insights to language teachers on how these tasks can provide opportunities for low proficient learners to practice and develop their oral skills with the assistance of their peers.

Today, the numbers of English speakers are geographically and culturally diverse. The discussion on which pronunciation model of English should be introduced to learners of English has become under discussion among English language practitioners. Should English teachers teach pronunciation aiming at near native accents or at intelligibility in which learners can understand different models of English? As a country where English is a foreign language and Non Native-English-Speaking Teachers (NNESTs) are vastly available, Indonesia has posed its uniqueness due to its diverse learners and teachers backgrounds. Under this circumstance, then, there has been a frequent question to whether NNESTs can help learners to develop their English pronunciation. This paper discusses English as a Lingua Franca (ELF) model as suggested by Jenkins (2000) in teaching English pronunciation that can be implemented in the Indonesian context. It suggests that what matters more to learners is improving their intelligibility in English pronunciation rather than aiming for near native accents. English teachers are encouraged to develop a pronunciation instruction that suits the learners needs and interests without discriminating any model of English. Finally, a conclusion is provided with my argument that ELF model will be a better model to be implemented in the teaching of pronunciation in the English classroom in Indonesia.