The present study focused on teachers’ perceptions of how teacher talk works in the classroom and some challenges they might encounter during initiating interaction to encourage students.  A classroom observation was done to portray the data of the learning process and teachers’ interview was also conducted to discover insights about teacher talk and the challenges encountered in the classroom interaction. Findings demonstrated that the teachers enacted dominant English communication as the input rather than using students’ first language. They felt increasing the use of the target language would be more challenging as it is influenced by some aspects from both teachers and students’ motivation, attitude, and proficiency. In addition, teacher talk is varied in some extents based on the teacher and student factors. The findings also showed that teacher talk mostly occurred in the form of asking questions, giving directions, explaining the lesson, and praising the students. In addition, as the students were considered young learners, it was found that classroom interaction and language choice must be adjustable in order to make communication become more effective.   Keywords: teacher talk, perception, challenge, language choice, primary level

This study was carried out to identify different types of grammatical errors made by primary school students since some previous studies only conducted the same research with high school students as the participants. This study used a descriptive qualitative research design. The participants were 40 fourth-grade students from SD Muslim Cendekia Batu. Students' writing products were used as the instrument. The data were analyzed, identified and classified based on Dulay's (1982) surface strategy taxonomy. The data show that the students made 79 grammatical errors, with errors of omission accounting for 25 items (31.6%), 21 (26.5%) errors  in addition, 26 errors (32.7%) in misformation, and 7 (9.2%) errors in misordering. The findings reveal that students lack grammar mastery; therefore, they frequently create their own rules in writing a text. To summarize, the student's understanding of the use of English structure remained low. The researcher's recommendations for future researchers are to focus more on the sources of the students' errors and to identify and determine the appropriate strategies to overcome students’ grammatical errors.

ABSTRACT This paper comes up to discuss the theories and previous studies about using Edmodo in writing class. Using social network system in the Industrial era 4.0 helps teaching and learning activities become more effective because students can learn in and outside the class. Thus, it is helpful especially in writing class which require long learning time to use this kind of application. Therefore, utilizing an online applications in writing class can help students to improve their writing skill and to make learning time more efficient. One of online applications that is widely used in writing is Edmodo. Generally, this paper then will discuss about explanation of writing processes, problems in writing, explanation about learning media, description of online application, description of Edmodo,benefits of Edmodo, and how to apply Edmodo in writing course. Some previous research highlighting the effect of Edmodo on student’s writing skill is the next discussion. This paper finally gives conclusion and pedagogical implication as the closing. Keywords: writing class, online application, Edmodo

The English final examination is no longer a high-stake test since National Examination (NE) was abolished in 2021 and replaced with the Ujian Satuan Pendidikan (USP). Therefore, this study explores the washback effects experienced by Indonesian EFL teachers and students and discovers teachers’ and students’ perceptions of the implementation of USP. Six participants, three Indonesian English Foreign Language (EFL) teachers, and three Public Vocational High School students in Singosari were interviewed to meet the research goals. The findings indicated that focusing on teaching to the test, cheating, and feelings and attitudes were the washback effects of the English final examination in implementing USP. Then, the English final examination still harms the teaching and learning process and teachers’ and students’ feelings and attitudes, even though it is not a high-stake test. Besides, the implementation of USP also reduces the washback effect of the English final examination.