In English language teaching, project-based learning is not only able to optimize language skills but also other skills such as critical and creative thinking. This study tries to investigate the use of project-based learning to develop students� abilities and creativity in writing narrative text and the students� perception towards the implementation of project-based learning in writing course. This study employed a qualitative approach by involving second semester students who take writing course. The results of this study indicated that project-based learning can help the students to develop their ability and creativity in writing narrative text in several point including their understanding of the topic, their knowledge about narrative genre namely social function, structure of text, and language feature. In addition, the students also showed their creativity through creating their story line and designing the illustration of the story. Furthermore, the students gave positive views toward the implementation of project-based learning. They mentioned that they learned networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one of alternative ways to teach writing in higher education.Keywords: narrative text; project based learning; student creativity; teaching writing; writing skills.

Abstract:Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006;Lestari, 2008;Negari, 2011). Some scholars proposed the implementation of SFL -genre based approach in teaching writing (Derewianka, 1990;Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012;Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students" individual development is important to be emerged in the teaching stages of SFL -GBA (Bodrova & Leong, 1998;Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL -Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students" writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students" writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.

The Problem-based Learning model is one of the learning models that can develop students" critical thinking because it uses real-life problems foundation of learning activity. This research aimed to describe the implementation of PBL in English language learning in developing students" critical thinking, teacher"s role in PBL, teacher"s barriers and the impact of PBL toward students" critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the one of the English teacher was interviewed. The result of the research revealed that 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher"s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher"s capability and students" speaking ability are the barriers in implementing PBL; and 4) PBL develops students" critical thinking skill, it can be observed through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.

This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.

This research aims to find out the strategies used by the teachers and the inhibiting factors that can influence the development of HOTS in Reading Class. It applied qualitative approach with case study research design. The subject of the research were two English teachers of Senior High School. The techniques of collecting the data were used observation and interview. The data were analyzed using the qualitative method there are data reduction, data display, and drawing conclusions. The finding of the research shows that there were 5 types of teaching strategies, including informing learning objectives, divergent questions, group discussion, giving feedback and giving motivation. The most dominant strategy used by the teacher was divergent question. Meanwhile, the learning objective and group discussion was the least prominent, with only 3 data. Then, five inhibiting process such as time, pupil learning ability, pupil’s mastery, planning domain, and class environment can influence the development of HOTS.

Google Classroom is one of features from Google that mostly used by the educators recently. It helps them to submit and organize the students' assignments. The main purpose of this study is to investigate students' perception towards the use of Google Classroom in writing subject. The study is carried out through a qualitative research design. The study involved the students of higher education who have used Google Classroom in writing subject for at least one semester. The data obtained through questionnaire and interview. The data obtained were analyzed by using thematic analysis. Finding revealed that students perceive it as a tool that helps them to submit the assignment easily. They assumed that it assist them in managing the assignment better. Thus, it can be concluded that Google Classroom is useful for both lecturer and student in writing subject.

This reseach aims to reveal the results of the implementation of the 2013 Curriculum by using the descriptive qualitative method with CIPP model (context, input, process, product). The method that is by getting data scientifically, including collecting data using observation, structured interviews and documentation. The interview was conducted with Headmaster student affairs representative Head of administration, Teachers, School Committee, Parents, and Students. Based on the results of this study it can be concluded that The context in the implementation of the 2013 curriculum is clear in its vision, mission, goals, programs. Inputs in the implementation of the 2013 curriculum were seen by a number of teachers and employees whose educational background did not match the subjects they have. The process of implementing the 2013 curriculum has not yet shown the expected results. This can be seen from the scientific approach implemented in the learning process, the application of GLS, the preparation of instruments and rubric assessments, the preparation of questions based on HOT Skills have not been maximum. The product in the implementation of the 2013 curriculum has run well according to the procedure although it has not been optimal, both in terms of students and teachers. The obstacles in the implementation of the 2013 curriculum includes constraints originating from the government, teachers, institutions, students, and parents. The strategy to overcome these obstacles is by improving the quality of school management. It is expected that institutions will improve the school management system so that the implementation of the 2013 curriculum is able to show optimal results.

This research aims to find out the strategies used by the teachers and the inhibiting factors that can influence the development of HOTS in Reading Class. It applied qualitative approach with case study research design. The subject of the research were two English teachers of Senior High School. The techniques of collecting the data were used observation and interview. The data were analyzed using the qualitative method there are data reduction, data display, and drawing conclusions. The finding of the research shows that there were 5 types of teaching strategies, including informing learning objectives, divergent questions, group discussion, giving feedback and giving motivation. The most dominant strategy used by the teacher was divergent question. Meanwhile, the learning objective and group discussion was the least prominent, with only 3 data. Then, five inhibiting process such as time, pupil learning ability, pupil’s mastery, planning domain, and class environment can influence the development of HOTS.