Almost all students use social media, but few lecturers use it in their teaching process. This study examines students' perceptions of the use of social media in the process of teaching English in STKIP Rappang Muhammadiyah, South Sulawesi, Indonesia. This study was conducted using a mixed method, including quantitative and qualitative data. Data were collected using a questionnaire that collected background information of participants, a four-point Likert scale to gauge the students' perceived use of social media in class, and open-ended questions to gather more data rich in the beliefs, attitudes, wishes and concerns of students regarding the use of social media in the writing classroom. Findings from this study indicate that the majority of students showed a positive attitude toward and a willingness to use social media in the writing classroom. However, factors such as large classes, lack of training on the use of the Internet, and the lack of facilities could be possible barriers to the use of social media in the classroom.

This study focuses on Teacher’s understanding and practice on Implementation Higher Order Thinking Skills (HOTS) in speaking classroom.  The study aims to find out the result of (1) the teacher’s understanding and practice about the concept of Higher Order Thinking Skills on implementing HOTS in EFL classroom, (2) students’ response about Implementing Higher Order Thinking Skills (HOTS) in EFL classroom. The method of the research uses qualitative descriptive. The study is conducted at SMP Telkom Makassar. The subjects of this study are 32 respondents. In collecting data, the research uses Questionnaire and Observation.  In technique data analysis uses three steps namely Data collection, Data reduction and data display. The result of the study shows that (1) the teacher understands and practice about the implementation of Higher Order Thinking skills is minimum. The result showed that the teacher has minimal understanding and practice about the concept of higher order thinking skills (HOTS) on implementing HOTS in EFL classroom. Teacher still confused about what is mean by the definition of HOTS. The teacher was mentioned the HOTS as learning method, not an ability that the students have to master it. (2) Based on the research that, students’ response  about  implementing  HOTS  in  teaching  classroom  were  still  low.  Some students tended to be more silent then showing their response or their opinion.