The advancement of technology requires higher skill in obtaining information due to the rapid flows of information in this recent globalization era. Consequently,  reading comprehension becomes an important language skill for students to nurture. In classroom practices, Indonesian students still encounter problems in English reading comprehension. The present classroom action study dealt with improving reading comprehension through collaborative learning. This is due to some studies revealed that collaborative learning is an effective learning strategy to improve students' learning achievement. The data were collected by administering a pre-test in reading comprehension prior to the teaching cycle and two post-tests at the end of every teaching cycle. The results showed that collaborative learning is significantly effective to improve students' reading comprehension and critical thinking. This study implies that teachers should consider the integration of collaborative learning in teaching reading comprehension.

The present study aims to uncover how valid and reliable the multiple-choice test items as learning device are and their effect on permanent language habit formation. In this pretest-posttest one group pre-experiment study, we observed and analyzed the English test constructed by junior high school teachers. The Pretest on constructing the test items was administered to fifteen English teachers and some weaknesses were revealed. These can be seen from the total score of 855 and the mean score was 57.00.  Treatment was given by ensuring them the rules of writing the test based on a principle of habit formation. The competence of teachers in constructing appropriate test items increased to higher quality indicated by scores of 79.33. It means the treatment has significantly influenced the ability of English teachers in constructing appropriate tests. The tests were tried out to 40 students of Junior High School and the result showed that 63 test items were valid and 37 was invalid. The fifty-valid test was administered to the students of different Junior High School and the result showed that the mean score was 72.53. 21 students from 40 students passed the minimum rank and 19 students still needed improving. The highest score was 95 and the lowest one was 26. The medium was 78 and the mode was 53. After measuring the reliability level, the standard deviation ranged 0.50 – 1.00, meaning that the test was appropriate to be applied as measuring device. The valid test was then reconstructed to be raw material of software module.

The present study was conducted to analyze the teaching models employed by English language lecturers in higher education. The analysis includes the selected teachings models and their implementation in real classroom settings. This study made use of a qualitative research design in which the data were analyzed utilizing deep argumentation and the analysis was presented descriptively. The required data were collected through direct observation and in-depth interviews with the selected English language lecturers. The collected data were analyzed in a comprehensive analytical manner to obtain the findings. The findings of the present study indicated that English language lecturers employed various models of teaching. The selected teaching models are based on currently developed language approaches. The classroom observation indicated that the teaching models are sufficiently effective in improving students' competence. The study implies that English language lectures should maintain the use of appropriate teaching models to enhance their students' competence.

Writing is one of the important language skills to communicate in written forms. Therefore, the improvement of writing skills is absolutely essential to be continually carried out. This study aims at developing writing skills by implementing a mind mapping strategy in the EFL classroom. There two cyclic learning sessions comprising planning, action, observation, and reflection were conducted in this study. The data were collected through administering pre-test, post-test, and questionnaires to the students who participated in this study. Based on the results of data analysis, this study revealed that students’ writing skills could be improved through implementing a mind mapping strategy. Therefore, this study implies that teachers should consider using mind mapping in teaching writing

Learning activities should be conducted effectively to create conducive learning conditions to develop students’ creativity and their higher learning competence. Through conducting appropriate and effective learning activities, the learning objectives and learning competencies are easier to achieve. To create effective learning activities, teachers are required to have adequate understanding and competence in employing learning methods. This study aims to explore effective learning methods to create more creative learning activities for the students. This study found several alternative learning methods that can be utilized in the time of the new normal of covid-19 to continually improve the students’ competence. This study implies that teachers should continually expose themselves to various learning methods to establish conducive learning conditions in the classroom. ABSTRAKKegiatan pembelajaran harus dilakukan secara efektif untuk menciptakan kondisi pembelajaran yang kondusif untuk mengembangkan kreativitas dan kompetensi belajar siswa yang lebih tinggi. Melalui pelaksanaan kegiatan pembelajaran yang tepat dan efektif, tujuan pembelajaran dan kompetensi pembelajaran lebih mudah dicapai. Untuk menciptakan kegiatan pembelajaran yang efektif, guru dituntut memiliki pemahaman dan kompetensi yang memadai dalam menggunakan metode pembelajaran. Penelitian ini bertujuan untuk menggali metode pembelajaran yang efektif untuk menciptakan kegiatan belajar yang lebih kreatif bagi siswa. Penelitian ini menemukan beberapa metode pembelajaran alternatif yang dapat dimanfaatkan pada masa new normal covid-19 untuk terus meningkatkan kompetensi siswa. Studi ini menyiratkan bahwa guru harus terus-menerus mengekspos diri mereka kedalam berbagai metode pembelajaran untuk membangun kondisi pembelajaran yang kondusif di dalam kelas.