<p>The use of literature in language classroom has attracted language teachers to utilize it in the FL classroom. This paper is intended to decribe the students’ ability to write opinion essay by using flash fiction, Frank Stocton’s <em>The Lady or the Tiger.</em> The design used in the study was content analysis design in which the researcher collected the students’ composition after they were assigned to write opinion essay by using flash fiction. The subject of the study was 2013A batch of STKIP PGRI Pasuruan. The data were colected in 30 June 2015 and 7 July 2015. The result shows that students were able to make thesis statement that showed their opinion, but unable to develop the essay well, and state conclusion that reflect the essay. Moreover, two thirds of the students were not able to produce the essay in at least 250 words. The problems of the flash fiction used in the classroom and its limitation are discussed in the paper along with the suggestion for those who are interested to use literary work in FL classroom.</p><p> </p><p><strong>Key words:</strong> literary works, flash fiction, opinion essay.</p>

Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students' writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students' compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students' performance in writing argumentative essay. The effectiveness of different types planningdepends on the students' preference of which to use.Key words: planning, argumentative essay, writing performance. Setyowati, L., Sukmawan, S., & Latief, M. A.,Solving the Students' Problems 87 in Writing Argumentative Essay through the Provision of

Writing is a sophisticated language skill since it requires the ability not only to tailor ideas, but also to construct acceptable sentences to create a meaningful, logical, and comprehensible work. As a result, English as a Foreign Language (EFL) learners have to maximize their efforts to put their thoughts on the paper. This paper is intended to describe the EFL students attitude toward writing. There were 57 students participating in the study. The data was collected by using questionnaire, interview, and documentation of self reflection essay. The result shows that none of the students has low attitude in writing, while fifty eight percent of them has moderate attitude to writing, and the rest of them have positive attitude to writing. The result from the interview also reveals that although the students have moderate attitude to writing, they view writing as difficult, and stressfull. While those who have high attitude, mostly view writing as interesting and challenging. The finding also reveals several efforts the students do to improve their writing skill, among others are practice writing, reading a lot for knowledge and ideas, and using diary writing. The implication of the finding is discussed.

The pandemic of  COVID 19 has forced teachers all around the world to be adaptable to the situation. Within the foreign language (FL) context, the teaching of language skills provides challenges for teachers in terms of how to deliver the materials as effectively and as efficiently as possible. The study aims to describe the steps of reading to write activity for essay writing in FL settings and what the students feel about it. The design of the study is a case study design. The subjects of the study were the fourth-semester students of English Education Study Program, Faculty of Pedagogy and Psychology in Universitas PGRI Wiranegara, Pasuruan, East Java, Indonesia in the academic year 2019-2020. The result of the study shows that there are three main steps of teaching scenarios. They are the pre-activity, whilst activity, and post-activity, with some specifications depending on the skills. The reading section employes the silent reading activity, skimming, and scanning technique through telegram application.   The writing section implements the process approach, namely planning, drafting, and revising, and publishing. The technologies used were Telegram,   Whatsup, Google Meet, YouTube, Grammarly, and Plagiarism checker online application.