Among other skills, writing is often seen as a difficult skill for English as a Foreign Language (EFL) learners. In particular, writing seems to be a difficult subject for the students of MTs.Darul Karangpandan Pasuruan. It could be seen from the result of the preliminary study, which showed that the ability of the eight grade students of MTs. Darul Ulum Karangpandan in writing paragraphs was still poor. This research was aimed at improving the students' ability in writing recount text through Genre-Based Approach (GBA) at eight grade of MTs.Darul Ulum Karangpandan. The research design of this study was action research. The instruments used in this study were interview, observation checklist, and test. The results of the research demonstrate that the students' mean scores gradually improved from 56.51 in the pre-test to 71.31 in Cycle I and to 77.82 in Cycle II. These achievements prove that the implementation of genre-based approach was successful in improving the students' ability in writing recount text.

<p><em>This study is intended to find out the students’ problems and their solutions in writing argumentative essays.  The subjects of this study were the fourth-semester students of English Education study program, Faculty of Pedagogy and Psychology, University of PGRI Wiranegara in the academic year 2019-2020. This study used Byrne’s classification in 1995 about writing problems, namely psychological, linguistic, and cognitive. This uses descriptive quantitative design. The instruments were documentation of the students’ writing tasks and interviews. The result shows the almost all students have no problems in making thesis statements and refutations for their argumentative essay regarding gender issue. The students’ psychological problems are anxiety, nervousness, the feeling of pressure in timed writing and perfect work, a negative expectation in writing, and low self-confidence.  For the linguistic problems, the result from both data indicated that students faced problems in tenses, word-class, word formation, the use of the article, and word error. While the cognitive problems faced by the students are being ignorant in the use of punctuation, short knowledge in giving appropriate examples and details in the body of the essay, and lack of knowledge in writing reference. The solutions proposed by the students, among others are to have more readings on the topic, to be self-motivated learners, to propose untimed writing to the lecturer, and to use writing tools applications.</em></p>

Lecturers must consider many things before implementing strategies in the learning process. This is because learning strategies also affect students' learning outcomes. Once, low-achiever students can improve their competence because of the working strategies. Contrarily, highachiever students may get decreased because of the worst strategies. From various strategies in the learning process, student grouping is a popular strategy which supports collaboration among students. Yet, the lecturer must be able to consider several things related to student grouping. The main consideration is "with whom" and "how" students should be grouped. "With whom" covers appropriate decision on grouping students homogeneously or heterogeneously. Whereas "how" is interpreted as how many students should be gathered in every group. The decision of both must be based on logical reasoning in accordance with the learning context. To answer these two aspects, the research team analyzed data which were previously collected by using observation, questionnaire, interview, and documentation. This research was carried out throughout Grammar TOEFL learning process using NST TOEFL Explorer, in English Education Study Program of STKIP PGRI Pasuruan. The result confirmed that student grouping in this context was done more appropriately by grouping

Using gadgets cannot be avoided in daily life. It becomes more primary for students in higher education since they change to learn online during the covid−19 pandemic period. They should use gadgets focusing on education, but unfortunately, studies had reported that students are addicted to using gadgets to access some entertaining applications. Therefore, it was essential to investigate how the students manage using gadgets and their effects on their achievement. This survey research required the student's responses to a Gadget Scale-Short Version (SAS-SV) Addict item. The researchers collected data using a survey questionnaire on Google Form to determine how using gadgets affects the students' achievement. This research was done from August to December 2020. The results showed that both male and female students were identified as high-risk addicted. Moreover, the gadget addiction had terrible effects on the student's physical and psychological even though it did not significantly impact their academic achievement. However, based on the results, it was hoped that there should be the best management for using gadgets to improve the students’ achievement and prevent the long-term risk of gadget addiction.