Several research results show that the reading literacy of high school students is still low, especially during the Covid-19 pandemic. This is also shown by Indonesia's ranking in the Study Program for International Student Assessment (PISA) which is still at level 2 PISA. As an effort to improve it, a class action research has been conducted with the formulation of the problem, "Can the reading literacy of class VIII students be improved by using the 'problem based learning' (PBL) model and texts that are in accordance with the PISA context?" The research was carried out covering the stages of planning, implementation, assessment and observation, as well as reflection. The subjects of this study were students of class VIII.1 SMPN 4 Palembang. The data collection techniques used observations and tests. The analysis was carried out qualitatively and quantitatively. The study was conducted in 3 cycles in one semester with different text contexts according to the context PISA and using the PBL model. The results showed that during the learning process students were very active, responsible, creative, and disciplined. The results of each cycle showed an increase in the average score obtained by students. Initial average score: 56; after cycle 1:73; after cycle 2:80; and after cycle 3 the average score reached: 87. The increase in the average score is not only due to the application of an innovative model but also due to the more contextual context of the text. Practitioners are advised to use texts that are appropriate to the context of PISA in learning and practice, so that students are accustomed to working on PISA type questions.

Code-switching is a phenomenon of language exchange between one language and another which is often found in the communication of bilingual students, especially in EFL students. In this study, the researcher focuses to determine the types of code switching in EFL students’ online presentations, factors that influence code-switching in students’ online presentations and functions of code-switching in EFL students’ online presentations. This study applied a qualitative method by applying a case study. This research was conducted at Makassar State University. The subjects of this study were twenty-one students in the first semester of the postgraduate program whose selected by purposive sampling technique. This research was obtained by using observation and interviews as instruments. The results of this study indicate that three types of code-switching appear in EFL students’ online presentations, namely intra-sentential code-switching, extra-sentential or tag switching, and inter-sentential code-switching. Then, the factors that influence code-switching occur in students' online presentations are the interlocutor factor, physical situation, the topic of discourse, regional factor, and also lack of vocabulary. Furthermore, there are four functions of code-switching by EFL students during online presentations providing the keywords, explaining the material clearly, solving nervousness, and reducing tension.