Since the COVID-19 pandemic, EFL lecturers need to be creative in handling their remote teaching. However, scarce studies investigated the use of course review horay (CRH) and students’ critical thinking skills (CTS) in remote EFL classrooms especially in grammar classes. The study aimed to explore whether or not CRH was more effective than explanation model to teach grammar and the students having high CTS had better grammar competence than those of low CTS. This experimental study employed a 2x2 factorial design. The population was the second semester students of non-English departments in a private university in East Java, Indonesia. The sample was four groups comprising of two groups (high and low CTS) in the experimental class and two groups (high and low CTS) in the control class. To categorize them into high and low CTS, an Indonesian argumentative essay writing test was used. After six meetings of treatment, the students did the grammar test. The grammar scores were, then, analyzed using ANOVA and TUKEY tests. The results indicated that CRH was more effective and the students with high CTS possessed better grammar competence. The present study implies that CRH and CTS created a joyful learning atmosphere in remote grammar teaching.

ENGLISH ABSTRACT Grammar becomes one of the subjects studied in all Indonesian English Departments. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Problem-based learning applied in this research is one of the alternatives that can help the learners learn grammar easily. This research was a collaborative action research whose general purpose to know whether or not Problem-based learning could improve the students' grammar competence. Meanwhile, the specific purposes were to know the lecturer's activities, the students' activities, and the students' responses when problem-based learning was implemented in grammar class. Nine students of the fifth semester of English department of education faculty of Hasyim Asy'ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research. The data got was from the observation notes and the grammar test. There was an INTRODUCTIONWe all know that all English departments in Indonesian universities always put grammar as one of the subjects in their curriculum that should be taken by the students.Grammar is a very important language component that should be mastered by the English students. It is because grammar has the roles in all language skills. When reading, grammar is needed to understand the content of the reading texts well. When writing, grammar is needed to get understandable writing. It also happens when listening and speaking. It is supported by Mart (2013: 124) who states that understanding grammar is the key in foreign language acquisition. In line with this, Tomakin (2014: 116) states that somebody cannot master a language without learning its grammar because grammar helps him or her to construct meaningful words or sentences. Additionally, Priya (2015: 447) argues that communication becomes coherent and logical by using grammar. Then, Baleghizadeh and Mozaheb (2011: 364) state that the learners' age, their proficiency level, and educational background cause the importance levels of grammar to be different.It is a fact that learning grammar is not easy. Many students of the fifth semester of English Department of Education Faculty of Hasyim Asy'ari University (UNHASY) often make mistakes in their grammar. It is because the acquisition of grammar itself is related to somebody's cognitive skills (Uibu and Liiver, 2015: 72). Besides, Baleghizadeh and Mozaheb (2011: 364) state that there are some special characteristics to be a teacher of grammar for ESL/EFL learners. According to Lawrence and Lawrence (2013: 66), teaching grammar is not REGISTER JOURNAL, Language & Language Teaching Journals Vol. 10, No. 1, June 2017, pp.48-61 3 the easy work because the...

ENGLISH ABSTRACT Grammar becomes one of the subjects studied in all Indonesian English Departments. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Problem-based learning applied in this research is one of the alternatives that can help the learners learn grammar easily. This research was a collaborative action research whose general purpose to know whether or not Problem-based learning could improve the students' grammar competence. Meanwhile, the specific purposes were to know the lecturer's activities, the students' activities, and the students' responses when problem-based learning was implemented in grammar class. Nine students of the fifth semester of English department of education faculty of Hasyim Asy'ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research. The data got was from the observation notes and the grammar test. There was an INTRODUCTIONWe all know that all English departments in Indonesian universities always put grammar as one of the subjects in their curriculum that should be taken by the students.Grammar is a very important language component that should be mastered by the English students. It is because grammar has the roles in all language skills. When reading, grammar is needed to understand the content of the reading texts well. When writing, grammar is needed to get understandable writing. It also happens when listening and speaking. It is supported by Mart (2013: 124) who states that understanding grammar is the key in foreign language acquisition. In line with this, Tomakin (2014: 116) states that somebody cannot master a language without learning its grammar because grammar helps him or her to construct meaningful words or sentences. Additionally, Priya (2015: 447) argues that communication becomes coherent and logical by using grammar. Then, Baleghizadeh and Mozaheb (2011: 364) state that the learners' age, their proficiency level, and educational background cause the importance levels of grammar to be different.It is a fact that learning grammar is not easy. Many students of the fifth semester of English Department of Education Faculty of Hasyim Asy'ari University (UNHASY) often make mistakes in their grammar. It is because the acquisition of grammar itself is related to somebody's cognitive skills (Uibu and Liiver, 2015: 72). Besides, Baleghizadeh and Mozaheb (2011: 364) state that there are some special characteristics to be a teacher of grammar for ESL/EFL learners. According to Lawrence and Lawrence (2013: 66), teaching grammar is not REGISTER JOURNAL, Language & Language Teaching Journals Vol. 10, No. 1, June 2017, pp.48-61 3 the easy work because the...

One of the obligated English materials studied by all students of Indonesian universities is speaking English because English is one of the international languages used to communicate in the world. Moreover, many work fields offered from abroad to Indonesian scholars obligate them to speak English well. Having capability to speak English well is not an easy task. There are some factors influencing the ability of speaking. One of the factors is creativity. Therefore, this research is concerned on investigating the influence of students’ creativity to create sentences toward their speaking skill. This article only discusses one of the three objectives of this quasi experimental research. It is whether or not the students having high creativity have high speaking skill. The data of this research consisted of the scores of creativity test and speaking test. The data of speaking scores were categorized into two, scores of the students having high and low creativity. After those data were normal and homogeneous, then, analyzed using F-test ANOVA. The difference between rows is significant because Fo between rows (1125.64) is higher than Ft (4.11) at the level of significance α= 0.05. The mean score of B1 (78.9) is higher than that of B2 (60.85), it can be said that the speaking skill of students having high creativity is higher than those having low creativity. Thus, it can be concluded that students’ creativity influences their speaking skill.Keywords: Influence; Students’ Creativity; Speaking Skill

The Covid-19 pandemic situation made the government announce the use of e-learning. With this policy, teachers are expected to apply interesting media to be studied. This research aimed to find out whether or not Quizizz Game could improve students’ vocabulary mastery and the supporting and inhibiting factors of the success of Quizizz Game implementation. It was a collaborative Classroom Action Research (CAR). The subject of this research was grade VIII-C of MTs Ibnu Rosyad in the academic year of 2020/2021 which consisted of 20 students. This research was conducted in two cycles which each consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The results of this research showed that there was improvement from cycle 1 to cycle 2. It can be seen from the mean score of pre-test were 53, the mean score of post-test 1 was 69 and the mean score of post-test 2 was 84. The students' attention and motivation also helped use of Quizizz. But, limited school facilities and wifi become the obstruction