Many students got low score in Semantic and Pragmatic course. They complained that the textbook used in the course is difficult to understand. It is possible to consider that there is a correlation between the students’ bad scores and the readability of the textbook. In previous research, it was found that suitable level of readability and reading skills are important consideration to reach maximum learning gain. Because of that, it becomes important to measure readability level, the factors which influencing readability level and the best way to use the textbook. This research was a descriptive quantitative research. The sample of this research was 3 pages from 3 chapters of the textbook, chapter 9, 10, and 11 chosen randomly from each chapter. The instruments were a written questionnaire, an online readability measurement website, and notes during interview. The findings show that the readability level measured by students and readability formula was difficult. The most influencing factors in determining readability level were interest and vocabulary difficulty. The best way to use the textbook was using one single textbook, editting by put some notes on the page, then presenting it in a lecture form by the lecturer.

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

.

Although classroom interaction has received a great deal of focus during the last 40 years, its investigation from a conversation analytic stance using video recordings and stimulated recall interviews is rather limited, especially at the primary schools level. This paper presents the findings of a study on actual classroom practices in primary schools in West Sumatra, Indonesia, specifically, the language used by teachers and its impact on the language used by students in EFL classrooms. Taking as a basic premise that exposure to the foreign language is conducive to language learning, transcript of classroom discourse were analysed. This will contribute to research on classroom interaction by elucidating various aspects of turn-taking and sequence organization of talk at school, and by specifying the exact constraints under which participants -teachers and studentsoperate. The classroom data presented reveal teachers' variation and frequency range in oral input and students' output. There was a modest use of L1 and a greater impact of the language used by teacher on students language output. The results suggest that students' language output was influenced by teachers' language choice. While not indicative of a cause-effect relationship, teachers might wish to consider encouraging quality of her target language use as well as quantity.

Communication strategy which is performed by EFL students might be different one to another in accordance with their speaking proficiency. This research aims at analyzing the communication strategy on learners' speaking performance of interpersonal conversation differed by the oral proficiency level of the learners. The subject of the study is the English Department students as the representative of EFL learners. This study belongs to descriptive research with a qualitative approach to look at the natural things that happen in human being and the phenomena directly from the field. Data elicited from video recording of oral presentation and audio recording in stimulated recall interview to investigate communication strategies employed by the learners as well as learners' problem in communication. The finding shows that the participants resorted to thirteen types of communication strategies. The most frequently employed is pause fillers and hesitation devices and the least used strategy are comprehension check, non-linguistic strategy and literal translation. Further investigation indicates that language competency and communication apprehension influence the communication strategies used.