Content and Language IntegratedLearning (CLIL) is popular in a foreign language context in institutions where content subjects are taught in English. The aim of CLIL that should be achieved is not only enabling students to comprehend the subject areas but also facilitating their mastery on the target language. It is commonly used in areas where the students have not mas-tered the target language yet but they are required to achieve the aim of learning the content of a subject. That is supported by Eurydice Network (2006) which pointed out that in CLIL, non-language subjects are not taught in a foreign language but with and through the language. With and through here are used instead of in to highlight that in CLIL, students are still in

The contribution of Project-based Learning (PbL) to 21st century learning skill development has been widely discussed by experts. This present qualitative research aims at exploring how PbL is applied in Lantern School of English Education (LSEE), an undergraduate program in Indonesia that produces an English teacher. In further, this research also looked at how the implementation enhanced the students’ 21st century learning skills comprising creativity, critical thinking, collaboration, and communication. Considering those objectives, this research stood under qualitative approach and specifically employed case study design in order to investigate a single case which was project-based learning implementation in a particular context. The data were collected from interview, observation, and relevant documents which in this case, reflective essay, syllabus and students’ final projects. Observation and syllabus were used to investigate the implementation of PbL in LSEE, interviews and was to gather information about how the implementation cultivated students 21st century skills, while students’ works and reflective essay were to triangulate information from the other data collection techniques. After gaining the data, all were analysed using coding process to obtain the embedded themes as findings. The findings showed that the institution implemented PbL through the assessment, classroom activities, teacher roles, and student roles. Based on the students’ viewpoints, project-based assessment, group classroom activities, teachers being a facilitator, and students’ centeredness were successfully trained their ability on creativity, critical thinking, collaboration, and communication. Conclusion and recommendation are also presented after the findings were discussed.

Extensive Reading is one of alternatives that help teachers to motivate the students to read. Regarding that main benefit, in one Indonesian university, a teacher established an extensive reading program for freshmen. In the implementation, the teacher allowed the students to choose books and with whom they read. In practice, they made a group of four and met once a week to share what they read. This qualitative research was conducted to investigate students’ responses about the program. By involving six students who joined the program, the data were gained through interviews and reflective essays. The selected participants had different level of English, reading interest, and motives to sign up the program which made the data rich and were able to capture the phenomenon from diverse students’ viewpoints. After the data were obtained, they were coded, categorized to find the themes and interpreted. The result showed, all activities in the program namely choosing own books, having weekly reading in groups, having discussion with their group, and sharing their weekly meeting in their social media got both positive and negative responses. The positive responses appeared from benefits that the participants got while the negative responses came up because of the challenges they faced during the program. All in all, an extensive reading program that accommodates students’ freedom in reading, becomes a successful alternative to cultivate students’ L2 reading motivation if it is implemented by considering some possible encounters.

Literature-based Approach (LbA) is popularly used in reading. In implementing the approach, teachers use literary works to be read by students. The literary works that the students read to get the language input are commonly authentic which means that by reading the texts, students can identify a model of language and several aspects of language such as expression, vocabulary, grammar, and culture and how to use them in a real context. Realizing the importance of input, a teacher in a university in Indonesia implemented this approach in a reading class for freshmen. This research which belongs to descriptive qualitative research put attention on investigating what the students perceived toward the implementation of the LbA to assist them in vocabulary building. The data were collected by interviewing five students who were chosen because it was their first time reading an English language novel and they were the top six students in terms of vocabulary scores. To interview the participants who are presented using pseudonym, a semi guided interview guideline was used as an instrument. The research results show that students were anxious joining this class at the beginning. However, after some meetings and reading several pages, they started to enjoy reading the novel because the novel was interesting and entertaining. In addition, the topic was closely related to their daily life. After getting new words, one of participants wrote them on paper and stuck it on her room wall. Four other students wrote the words on a notebook as a vocabulary journal. Besides by doing those things to help them recall the words, the students also used them in retelling quizzes for writing and in daily conversation with mates for speaking.

In Content and Language Integrated Learning (CLIL) where students are exposed with texts in a language that they are still learning, a mind map could be one of significant alternatives to gain students’ reading comprehension. This exploratory research discuses six EFL students’ voices about how mind map can be an instrument to comprehend English texts they read. In gaining the data, thirty-seven students who enrolled a theory-based subject in forth semester were assigned to write a reflective essay about mind map tasks and six forth semester students were interviewed to get the main data. Students’ portfolio of mind map assignment with teacher feedback was employed to triangulate the interview data. The results show that thirty-seven students agreed that mind map assisted them to comprehend English texts, yet the process was a bit complicated for them. All process that students passed through in making mind map contributed to reach L2 reading comprehension in CLIL classroom. Conclusion and recommendation are also discussed in this article.