<span>Teachers’ talk is a factor that may entail to the smoothness of English teaching and learning experience. Besides, language used by teacher in the classroom is crucial, because it will influence students’ learning process and development. This study investigated the speech acts in the teacher talk at SMP Negeri 1 Rangkasbitung. This study involved the Seventh Grade English teacher of SMP Negeri 1 Rangkasbitung as the data source. Furthermore, this study used Searle’s theory of speech acts classification as the instrument for analyzing the data. Based on the analysis, there were only four types of speech acts found in the teacher talk, 68 % directive speech act, assertive speech acts with 14 %, and the last two of speech act, commissive and expressive speech act, were only 10 % and 8 % in the teacher talk during the teaching-learning process. This study revealed that the majority of teacher talks found in the form of directive speech act, in the other words the classroom interaction went one way which more likely teacher-centeredness. Likewise, the teacher-centeredness make the students talk less and most importantly make the students became dependent and passive learner. In this study, the teacher became the central subject of learning rather than the students, hence it goes against the demands of National Standard and did not follow the principles of current Indonesian curriculum. Therefore, the conclusion which can be drawn from this study is that the teacher should utilize speech acts appropriately because high quality and the appropriateness of the teacher’s speech acts can convey teaching materials effectively, enhance teaching efficiency easily, and provide active learning meaningfully.</span>

The main sources of rice production growth are increases in the yield and area harvested. Yield improvement is carried out through intensification, mainly using more inputs and better irrigation, while increasing the harvested area is associated with increasing the cropping intensity. Unfortunately, even in favorable irrigated areas, outcomes of the coupled approach are not always synergistic. This study aims to assess technical efficiency (TE), its changes in direction, and the factors responsible for inefficiency during the last 10 years. The data analyzed were those of rice farming through a panel survey of farmer households in several villages with favorable irrigation. The survey was conducted in 2010, 2016, and 2021. The results showed that the use of higher seed quality and inorganic fertilizers positively affected the yield. The TE level was relatively high but tended to degrade in these 3 years. The farmers’ TE in Java Island was higher than that outside Java. The older the farmer, the more inefficient the farmer was. The number of family members working in rice farming negatively affected efficiency. TE increased as the agricultural contribution to household income increased. On the other hand, the farmers’ educational background did not significantly affect TE. Based on these findings, it is recommended to encourage farmers to adopt higher quality seeds of improved rice varieties. It is also urgent to encourage young farmers to pursue rice farming as their main profession. In the middle and long term, breeding improved rice varieties adapted to climate stress will become a pressing need.

<span lang="EN-US">Literacy movement serves a vital role to support, facilitate, and enhance literacy skills that is crucial to every human being overall development including character, social, and professional development. This comparative study on literacy movement in Indonesia and Spain analyze how these nations  promote literacy movement to accelerate students’ literacy skills and how the literacy movement implemented. Likewise, this study adopts a case study in which the data were derieved from observation protocol, document analysis, questionnaies, and interview transcripts. The data analysis revealed that Indonesia through <em>Gerakan Literasi Nasional</em> (GLN) promotes the literacy by creating literacy culture in educational ecosystem start in family, school, and society as a mean of long-life learning to improve life quality whereas the Ministry of Education Culture and Sport in Spain created a program called Act on The Improvement of the Quality of Education (LOMCE in Spanish) to promote and create a literate environment and improve educational result. As it further investigated, the most noticeable comparison between the practice of literacy movement in Indonesia and Spain is on the equality of literacy movement in every region. In Spain, the literacy movement is equally well-established in every region whereas the equality of literacy movement in Indonesia region is still not equal yet. In this matter, the implementation of literacy movement should be supported by qualified educators, appropriate materials, adequate infrastructure, and effective literacy policies in order to effectively promote the students’ literacy skills and development.</span>

Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching.