Creative learning is a learning process that requires teachers to motivate and bring up the students creativity, both in the context of creative thinking and in the context of creative in doing things during the learning process, using a variety of learning methods and strategies, such as group work, problem solving, and so on. In line with creative learning, this study further aims to describe the development of learning devices (i.e. RPP) and the implementation of learning activities that use creative learning models in teaching writing skill in Junior high School. Based on the results of data analysis, it can be concluded that most of the RPPs developed had included all the components of RPP in detail, start from school identity to the assessment. While related to the implementation of learning activities that use creative learning models in teaching writing, it can be concluded that the implementation had applied creative learning models in three learning activities, they are pre, whilst, and post activities.

21 st century skills or known as "4C" (i.e. communication skills, collaboration, critical thinking and problem solving, as well as creativity and innovation) are the skills that senior high school graduates should possess in order to achieve the national education goal, i.e. developing students' potentials in order to be a citizen who is well-mannered, skillful, creative, knowledgeable, independent, and responsible for their own action and behavior. To have those skills, the 2013 Curriculum -the curriculum currently applied in Indonesia, offers various interesting and creative learning models that can be applied by teachers in teaching English. Creative learning is a learning process that requires the teachers to motivate and bring up the students creativity during the learning process, using a variety of learning methods and strategies, such as group work (Cooperative Learning), problem solving (Problem Based Learning), Project Based Learning, and so on. Besides, creative learning also requires teachers to be able to stimulate students to bring creativity, both in the context of creative thinking and in the context of creative in doing things. By implementing creative learning models in teaching English, teachers will also automatically apply and integrate "4C's" or 21st Century skills in teaching and learning English.

This study aims to investigate how pre-service teachers (PSTs) employ classroom language for Opening, Running, and Closing the Lesson in the classroom. Methods: A qualitative method was applied where the data were gathered through questionnaire sheets and an observation checklist. Thirty students in the second year of the English Education Study Program in Surabaya, Indonesia, participated in this study. Findings: The findings reveal that PSTs have applied classroom languages appropriately and successfully for eight components of basic teaching skills. Nevertheless, three components that do not vary are the language expressions attributed to opening the lesson for checking attendance, varying stimuli for setting and cleaning up teaching media, and organizing the small group discussion. Conclusion: The findings can be valuable input for the teacher of an education program to be more concerned with the teacher candidates' language variations to prepare them for successful classroom interactions.Abstrak: Bahasa Kelas: Mempersiapkan Calon Guru untuk Keberhasilan Interaksi Kelas. Tujuan: Penelitian ini bertujuan untuk menginvestigasi bagaimana mahasiswa calon guru menerapkan bahasa kelas (classroom language) untuk membuka, melaksanakan, dan menutup pembelajaran dalam kelas. Metode: Metode kualitatif diterapkan dimana data dikumpulkan melalui lembar kuesioner dan observasi kelas. Tiga puluh siswa di tahun kedua dari program studi pendidikan bahasa Inggris di Surabaya, Indonesia, berpartisipasi dalam penelitian ini. Temuan: Hasil penelitian menunjukkan bahwa partisipan telah menerapkan bahasa kelas dengan tepat dan sukses untuk enam komponen dari ketrampilan dasar mengajar. Namun, tiga komponen yang terkait ungkapan bahasa yang tidak partisipan variasikan meliputi membuka pelajaran untuk memeriksa kehadiran, mengatur dan membersihkan media pengajaran, dan mengorganisasikan diskusi kelompok kecil. Kesimpulan: Temuan ini dapat menjadi masukan yang berharga bagi program pendidikan guru untuk lebih memperhatikan variasi bahasa yang calon guru gunakan dalam menyiapkan mereka untuk kesuksesan berinteraksi dengan peserta didik di kelas.

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Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.