Abstract-The flipped classroom model has gained popularity in education recently. In this model of learning, the students learn materials (e.g., by watching lectures through video) at home, and then they learn more actively in the school classroom. Although flipped classroom model has been popular, the implementation of flipped classroom in an English as a Foreign Language (EFL) context has not been widely published. This article reports results of research examining students' perceptions on the implementation of the flipped classroom model. It involved 30 senior high school students who joined a writing class using flippled classroom model. Data were collected by using questionnaires, immediate interview and observations. The results of the research showed that the students found the activities applied in the flipped classroom model helped them write better. The videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. This study also presented some caveats for teachers when they intend to flip the class.

This study aims at investigating the effect of process writing approach combined with video-based mobile learning on the writing skill of Indonesian learners of English as a foreign language (EFL) across their creativity levels. A quasiexperimental study was employed by involving 61 learners of Vocational High School learners in Indonesia. They were assigned into two groups: experimental and control. The treatment was conducted at 5 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners' responses to creativity questionnaire were used to categorize their creativity level. The result revealed that the process writing approach combined with video-based mobile learning was effective to enhance the learners' writing skill. Additionally, it was implied that to apply the combination of process writing approach and video-based mobile learning, teachers should not worry about the difference levels of the learners' creativity.

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

Technology has big roles in this 4.0 era. It can be applied effectively in the teaching and learning process. This article examines the effect of applying whiteboard animation in project-based learning (PjBL) on English as a Foreign Llanguage (EFL) students' English presentation skills, investigates whether the English presentation skills of EFL students who were taught by using whiteboard animation in PjBL differ significantly across creativity levels, and finds out whether there is interaction or not between the use of whiteboard animation and the students' creativity levels on their English presentation skills. Fifty Indonesian vocational high school students from two intact classrooms were involved and randomly assigned to experimental and control groups by quasi-experimental design and factorial research design. The quantitative data were gathered from both groups through pre-test and post-test. The analysis showed that students who were taught through whiteboard animation in PjBL significantly outperformed those who were trained by using conventional media. It was also found that students' creativity levels (little-c and mini-c) did not affect their English presentation skills. Then, there was no interaction between whiteboard animation in PjBL and students' creativity levels on their English presentation skills. The findings of the study are expected to be useful for other English teachers especially those who want to apply the same method of teaching in order to achieve the students' capacity for critical thinking, communication, collaboration, and creativity.

This study investigated students' perspectives in using XReading website in an Extensive Reading course during the pandemic era of Covid-19. The method employed in the study was a mixed method research design used to describe the quantitative and qualitative data integrated in a single survey of students’ perspective on the use of XReading as an Extensive Reading platform for higher education students. A questionnaire and an interview guide were utilized as the instrument of this study. The results of the questionnaire were calculated in the form of frequency distribution and percentages which were then combined with the result of the interview and being elaborated into sentences in the form of narrative. The participants showed positive responses toward the use of XReading in an Extensive Reading course. They also claimed that the website is an adequate online source that is not only providing reading materials, but also allowing students with opportunities to develop their English language skills such as reading ability as well as vocabulary acquisition and listening skills. Keywords: students’ perspective, XReading, extensive reading  Abstrak: Penelitian ini meneliti perspektif mahasiswa dalam menggunakan situs web XReading untuk program Extensive Reading yang mereka lakukan di era pandemi Covid-19. Metode yang digunakan dalam penelitian ini adalah desain penelitian metode campuran yang didefinisikan untuk menggambarkan data kuantitatif dan kualitatif yang tergabung dalam sebuah survei mengenai perspektif mahasiswa tentang penggunaan XReading sebagai platform Membaca untuk mahasiswa pendidikan tinggi. Kuesioner dan wawancara digunakan sebagai instrumen pada penelitian ini. Hasil angket dihitung dalam bentuk distribusi frekuensi dan persentase yang dijabarkan ke dalam kalimat dalam bentuk format naratif. Peserta yang mengikuti penelitian ini menunjukkan respon positif terhadap penggunaan program XReading for Extensive Reading. Mereka juga berpendapat bahwa situs web tersebut merupakan sumber online yang memadai yang tidak hanya menyediakan bahan bacaan, tetapi juga memberikan banyak kesempatan kepada siswa untuk mengembangkan kemampuan bahasa Inggris mereka seperti kemampuan membaca serta penguasaan kosa kata dan keterampilan mendengarkan. Kata kunci: perspektif mahasiswa, XReading, extensive reading