The privilege of English as an international lingua franca force many countries to open a wider opportunity for society to learn the language. However, the unbalance between societal needs and the role of English as a foreign language in Indonesia sometimes find the obstacles in the process of learning. This paper reveals the learners’ initial perception of English and analyzes the need for participation in an English immersion program. 24 participants from six English institutions contributed to this qualitative study. The data collected through participant observation and semi-structured interviews for three months in Kampung Inggris Pare, Kediri, East Java, Indonesia. Most of the learners had a negative perception of English before participating in this immersion program that they perceived this language was difficult. This perception is associated with negative experiences during the process of learning English at school. However, their awareness of low self-confidence and poor speaking performance in facing globalization invited them to participate in an English immersion village in Kampung Inggris Pare. This paper concludes that the necessities, the lacks, and students' desire underlie the need analysis of participating in an English immersion program in Kampung Inggris Pare.

This article investigates the efficacy of Digital Learning implementation in SFH policy from teachers' viewpoints. The outbreak of the COVID-19 pandemic in Indonesia in mid-March 2020 required the Government to take a decisive step in the form of Study from Home (SFH). The policy was aimed at preserving the quality of students' mental and psychological learning while socially and physically distancing. In this descriptive qualitative study, the interviews were conducted online with four teachers in various high schools in Bulukumba Regency, Indonesia. It was also supported by documents. This research found that teachers prefer to use WhatsApp and Google Classroom as the platforms to organize D-Learning. These applications are more comfortable to use, easy to access, and more familiar in their environment. Teachers perceive that D-Learning modifies the learning process so that it becomes more flexible. It also results in more autonomous learners. However, teachers are aware they are not yet ready to provide good technology-based material. They face difficulties in assessing students' progress from home. Students were also found to lack enthusiasm in responding to the learning content. Besides, inadequate facilities and infrastructure limit the students' access to D-Learning. As a result, D-Learning in SFH policy has not been effective for the students' cognitive and affective development and learning goals cannot be maximally achieved. Thus, it is suggested that the government support all efforts to adjust quickly to the D-Learning system's practice, such as by broadcasting more educational content through electronic media and publishing materials of pedagogical specialists for working in D-Learning environments.

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful

The low score obtained by the students is one of the factors, which scale down non-English major students ‘motivation in learning English, and vise versa. This case results the students seem to be indifferent to this important lesson. Demotivation is discussed due to its negative orientation and it has direct educational implications. Thus, it seems necessary to investigate and explore demotivational factors in learning English of non-English major students in order to improve the quality of education in Indonesia. The subject of this qualitative case study was learners of information system and computer department in STMIK Bina Adinata, South Sulawesi, Indonesia. A total of 51 students responded to the questionnaire which analyzing 30 items of six demotivational constructs use Guttman scale format and 6 students of the third semester in academic year 2018/ 2019 who got the lowest scores in the last semester represented in-depth interviews to dig deeper their perception about demotivational factors they perceived during learning English at college. The results show that lecturers' inappropriate teaching method, inadequate facilities, grammatically teaching material, lack of students' self-confidence, low score, little chance to practice and lack of students' awareness were the most demotivating factors for non-English major students. This information then can be used as a basic goal setting, method, strategy, and relevant learning materials with the needs of graduates. However, the lecturer is the most important key who can restore students' motivation in English language learning.

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful