The study aims to investigate whether collaborative strategic reading (CSR) strategies can improve higher-order thinking skills (HOTS) of students. It is an experimental design using pre-test and post-test as an instrument. Research data was obtained by giving a reading test in one of the public vocational high schools in Surabaya, Indonesia. These test data were analyzed using independent sample T-test and paired sample T-test in SPSS. Results showed that Collaborative Strategic Reading (CSR) could improve higher-order thinking skills for students. Based on data analysis results, t count was found to be larger than t table. Moreover, the result of the paired-sample t-test also indicated a significant difference between pre-test and post-test scores of experimental students. Sig. Sig. (2-tailed) equals.000. To sum up, the strategy benefits students in enhancing higher-order thinking skills for students.

This study described EFL young learners how to develop their English using digital video as multimodal in online learning. Recently, all the processes of teaching-learning have been conducted in online learning mode. Therefore, technology has an important role to motivate students, especially young learners, to learn and improve their English skills. Using digital video can help learners to both interpreting and producing multimodal texts. It can also develop young learners for making meaning since they can watch something displayed in video using English. Digital video provides learners with imagery and audio-visual modes of representation beyond the linguistics mode for engaging young learners to learn English. The participants are twenty-four students in primary school conducting online learning in a primary school of Muhammadiyah 24 Surabaya. The instruments were observation sheet and rubric to analyze students' multimodal composition. The results showed that by using digital video, the students could be able to write simple story and present their story. Although, they made mistakes in grammatical aspects, they could write comprehend story. It could be suggested that multimodal could be used in teaching and learning process to engage students' motivation and competence.

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This study focused on the students' perceptions toward the implementation of Project Based Learning in learning English as a Foreign Language that was conducted in one public of vocational high school in Surabaya Indonesia. The research was mixed method that used quantitative and qualitative data. The instruments were questionnaire, observation sheet and interview to examine the students' and teacher's perception. The participants included one teacher and 45 students aged between 15 and 16 years old. This research was conducted for 3 months in which the teacher implemented 3 projects in one classroom. The result showed that the teacher had a positive experience implementing Project Based Learning in teaching English as foreign language. Moreover, the teacher also found that Project Based Learning was an effective way to teach English since the teacher can motivate the students to learn English. Furthermore, the students also supported that they were happy and enjoy when they learned English. They felt that Project Based Learning was an effective way to learn English. In sum up, Project Based Learning was the solution to make the process of learning English more effective and meaningful for vocational high school students.

This study aimed to investigate the correlation between students metacognitive strategies and their writing quality in an online learning context. It involved 35 English-major students at one of the state universities in East Java, Indonesia. A metacognitive strategies questionnaire and a writing rubric were used as the instruments of this study. Then, the data obtained were analyzed by using a descriptive statistic and a Spearman rho correlation analysis with SPSS 21 program. The results reported that the participants applied metacognitive strategies at high frequency. Among the three kinds of metacognitive strategies, evaluating strategies (M=4.17) are the most strategy used by students, followed by monitoring strategies (M=3.98) and planning strategies (M=3.92) sequentially. The overall mean of the students essay scores (M=76.10) reported that the students writing quality was a good level. The highest to the lowest quality was obtained by the organization aspect, mechanics, language use, vocabulary, and content respectively. Further, there was a moderate positive correlation between students metacognitive strategies and their writing quality in online learning. In sum up, the more students apply metacognitive strategies, the better writing quality they have. It is suggested to  conduct with larger participants to make the results more generalizable.