Writing skill is a complex skill that cannot be learned independently. Although students learn from home, they need a comprehensive understanding of theories and practical guidance from the teacher. Therefore, teachers use many media and applications that can support this online learning with various considerations. This research is conducted to find out the nine-grade students’ SMPN 04 Pare perception of the use of WhatsApp groups for learning writing. This research used a case study to identify students’ perceptions in the IX C class of SMPN 4 Pare. There were 31 students responded to the questionnaire. In analyzing the data, descriptive statistics were used. The writer used mean as the measurement to determine the percentage of students’ perception. The result shows that students have posiive responses to the use of WhatsApp in learning writing. The students show strong interest in the usage of WhatsApp for learning writing platform and the learning activities that were done through WhatsApp.

Group work is an essential part of the learning process, especially for students at school. Group work is one part of the learning method that helps teachers involve students and provides opportunities for students to learn cooperatively. This study aims to determine students' perceptions of the implementation of group work in English class. This study used an instrument in the form of a survey involving 125 participants consisting of five classes from class xi of SMAN 2 Malang. The author uses five variables as a reference to what problems often occur when grouping and the leak of students’ motivation when studying. The author uses a descriptive technique by describing what problems usually happen to analyze the data obtained. The findings from this study indicate that students working in groups can improve their responsibility and share their ideas, time, and task, resulting in an increased chance of completing tasks quickly and achieving better scores.

Assessment as learning has been extensively studied, yet its application in EFL setting in writing classes is still underrepresented. Ample research focused on learners" perceptions of peer feedback and self-assessment, but little is known about EFL teachers" best practices in utilizing the assessment in Indonesian EFL writing classes. This aims to understand teachers" views and effective implementation of assessment as learning in writing class. The narrative inquiry method was administered to investigate a teacher"s teaching-writing experience. This study reported one interview drawn out from the teacher"s perception in the teaching of writing and linked together as a coherent story about the teacher"s teaching activities. The findings highlighted the difficulties teacher experience while instructing writing were managing number of students, preventing plagiarism, and structuring students" ideas. Besides, the teacher uses collaborative learning, automated written feedback tools and encouragement and motivation to get students involved in peer review and self-checklist assessment.

A board game is a type of play where participants follow defined rules. A board games as the utilization of games to support  teaching and learning grammar. Board games that incorporate curriculum content or other  educational material are referred to as educational games (Michel, 2016). Educational games can be considered as an example of these fun-based  teaching methods. This study uses Research and Development (R&D) design, it develops supplementary material for helps students to learning grammar. The product was designed through adopted stages of development from Akker (1999). The researcher found every aspect of the board game in this research then can be used as upplementary material for students have more knowledge on how to arrange a word by word to make a apropriate sentence, how to learn about tenses, how to make a teamwork with partner, how to handle certain situation and also how to develop themselves better as a student will be. In this addition, the researcher discussed the material of the the product. The first step was preliminary stage the researcher used SMKN 4 Malang as a place of observation. Second, the formative evaluation phase or analysis stage, the researche was interviewing a english teacher in SMKN 4 Malang to know the problem of students to learning grammar. The third step was prototyping. In this step, the researcher design the product (TANGAMES board game) An expert give the feedback  to product. The product is validated by expert to make sure that the product meets the requirements needed as a proper teaching media that can be used in teaching process. After feedbacks received, the product then will be tested in SMKN 4 Malang. Next stage is interviewing, Some students will be interviewed by the research to know the effectiveness of the product. Last stage, product will be revised and adjusted as needed.