In a country like Indonesia, one of challenges in learning English as a foreign language is a lack of exposure of English in its authentic

This study was aimed at investigating the need of alumni on the pedagogical knowledge and skills in their job as teachers and how sufficient the pedagogical courses offered at ELEP are in meeting the need of the alumni to do their job as teachers. To reach the objective of the study, survey method with cross-sectional design was employed. A set of questionnaire adapted from Tanriverdi & Apak (2013) study pertinent to pedagogical courses was distributed to alumni who are working as teachers. Responses from the questionnaires were analyzed to reveal the need of the alumni on the pedagogical knowledge and skill. Results of the analysis were further used to as a consideration to carefully select informants for an interview. From all the data collected and analyses conducted, it can be concluded that most pedagogical courses offered in ELEP are needed. However, few are in need refining that more practical knowledge is more accommodated so that the students can get clearer picture of the implementation in real teaching process. As for the sufficiency, the materials given in the pedagogical courses are relatively sufficient in equipping alumni doing their job as teachers.

International students at higher education in Indonesia encounter an extent of situations amid their adaptations in academic life. These experiences contribute to their satisfaction. As handful of studies within Indonesian context were conducted to identify the international students’ difficulties in adapting to academic life, teacher’s point of view toward the issue is barely available. This study centers at a teacher’s experience in dealing with the international students. Highlight is given to language barrier, not only encountered by the international students but also the teacher. A narrative inquiry was employed involving an academic leader who is also a teacher knowledgeable in internationalization agenda in higher education in Indonesia. Results of the study reveals that the academic adaptation of international students, with the focus of language barrier, was compounded by the absence of roadmap of internationalization policy in national and organizational levels, less-ideal classroom setting, and not effective interaction within classroom with the diversity of people involved. It is suggested that the policy on the proficiency of English language should be regulated to be mastered by students and teachers in international program.  HIGHLIGHTS: The lack of policy regulating standard of English proficiency level as entry requirement for international students becomes one of the causes of the language barrier problem that might hurdle the academic adaptation of international students. The composition of domestic and international students in a class as well as the lack of English proficiency of both the teacher and the students has contributed to the difficulties in academic adjustment.

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Implementation of outcome-based Education (OBE) in Indonesia has been urged since 2019. It primes to the need of some adjustments in the higher education curriculum. In Academic writing classes in which English is served as a foreign language, implementation of OBE principles imposes issues as assessment must measure all abilities, skills, and knowledge targeted in the learning outcomes. The challenge escalate with large size classes that lead to a less optimum assessment given to learners’ writing. The need of writing assessment model that obeys OBE principles and facilitates academic writing teachers in coping with complication in providing quality assessment to scads of students in Indonesia is of a paramount importance. Yet, studies aimed at meeting the need are barely conducted. This research, therefore, designs writing assessment model which can (1) measure the expected learning outcomes, (2) monitor student’s abilities, skills and knowledge with regard to their individual learning pace, (3) assist the teachers of writing classes to comprehensively provide rigorous assessment to lots of students. ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model is employed to reach the research objectives. As the whole process is still on going, this article presents the Analysis and Design stages of the study. It elaborates underlying considerations of the proposed assessment model by reviewing previous studies related to writing assessment and OBE assessment in writing. The descriptions of the illustrated assessment model are presented to provide vivid view of how the assessment model works.</p><p><strong>Abstrak:</strong> Implementasi Pendidikan Berbasis Hasil (OBE) di Indonesia telah digalakkan sejak tahun 2019. Hal tersebut didorong oleh perlunya beberapa penyesuaian dalam kurikulum pendidikan tinggi. Dalam kelas menulis akademik dimana bahasa Inggris disajikan sebagai bahasa asing, penerapan prinsip-prinsip OBE memberlakukan masalah karena penilaian harus mengukur semua kemampuan, keterampilan, dan pengetahuan yang ditargetkan dalam hasil pembelajaran. Tantangan meningkat dengan kelas berukuran besar yang mengarah pada penilaian yang kurang optimal yang diberikan pada hasil tulisan peserta didik. Perlunya model asesmen menulis yang menganut prinsip OBE dan memfasilitasi guru kepenulisan akademik dalam menghadapi kesulitan dalam memberikan asesmen berkualitas kepada siswa di Indonesia menjadi sangat penting. Namun, studi yang ditujukan untuk memenuhi kebutuhan tersebut hampir tidak pernah dilakukan. Oleh karena itu, penelitian ini merancang model penilaian menulis (1) mengukur hasil belajar yang diharapkan, (2) memantau kemampuan, keterampilan dan pengetahuan siswa terkait dengan kecepatan belajar individu mereka, (3) membantu guru kelas menulis untuk memberikan penilaian yang cermat secara komprehensif kepada siswa. banyak siswa. Model ADDIE (<em>Analysis, Design, Development, Implementation, and Evaluation</em>) digunakan untuk mencapai tujuan penelitian ini. Karena keseluruhan proses masih berlangsung, artikel ini menyajikan tahapan Analisis dan Desain dari studi tersebut. Tulisan ini menguraikan pertimbangan yang mendasari model penilaian yang diusulkan dengan meninjau penelitian sebelumnya terkait dengan penilaian menulis dan penilaian OBE secara tertulis. Deskripsi model asesmen bergambar disajikan untuk memberikan gambaran yang jelas tentang cara kerja model asesmen.</p></td></tr></tbody></table></div>

Increasing numbers of international students in higher education sector in Indonesia urges the institutions to pay attention to the students' adjustment process into academic and non-academic matters. Quality of services and facilities provided by institutions, quality of education and social groups in which they interact become key success of their assimilation. A cross sectional survey toward international students at a prominent university in Indonesia revealed unique obstacles during their transition in both academic and sociocultural lives. Challenges were mainly due to communication as there was a gap between the students' and lecturers' language competence and use. Other difficulties are related to different academic workload, teaching processes, and assessment procedures. As for sociocultural adaptation, the students are still highly dependent on their country's community groups assistance as integration programs, services, and facilities that support their life especially outside the university needs major improvement.