This research aims to investigate the effectiveness of integrating project-based learning and experiential learning models toward students’ interpersonal communication skill and creativity particularly in using English. This research was conducted by applying quantitative research method with factorial design 2X2 ANOVA The subjects were English as a Foreign Language (EFL) students in English Department of Universitas Muslim Nusantara (UMN) Al Washliyah Medan, Indonesia.The instrument was a questionaire with Likert scale and used to measure each formulated indicator. The data were analyzed by using multivariate ANOVA (MANOVA) The finding of the research showed that project-based learning and experiential learning models had a significant effect on students’ interpersonal communication skill and creativit. Moreover, interaction was found between communication skill and creativity of students taught by implementing the models. It indicated that ELT classroom activities will be more creative integrating these teaching models. It allows EFL learners to explore knowledge and information independently and to use English as natural as they can either in speaking or writing.

This present study focused on examining the levels of questions in Indonesia tertiary education. A survey research was conducted in one of the private universities in North Sumatra. The English summative assessment in an undergraduate education was used as target of survey. There were a collection of questions that had been administered by four English lecturers from Faculty of English Education in Universitas Muslim Nusantara (UMN) Al-Washliyah Medan, Indonesia. The sample of research included the sixty five questions of summative tests. The qualitative content analysis which is based on Gallagher/Aschner Bloom Classification System used to categorize the questions. It was found that the lower order thinking level still dominated the question types (69%). There was only 31% higher order questions used on the summative test.

This research objective is to find out the significant effect of the Snowball Throwing model with audiovisual media on the ability to write narrative text of UMN English Education Students of UMN Al-Washliyah. The research subjects were English Education FKIP students. There were about 22 students who participated in the research using a Quasi Experimental Design research approach. This study used a pretest and posttest control group design. Based on the statistical output, it is found that the average score for the improvement of students' narrative text writing skills or the mean for the control class is 0.19486 which belongs to the low increase category, while for the experimental class it is 0.36691 which belongs to the moderate improvement category. Thus, statistically and descriptively,  it can be said that there is a difference in the average score for the improvement of students' narrative text writing skills between the control class and the experimental class. Based on the Independent Samples Test output table in the Equal variances assumed section, the Sig. (2-tailed) of 0.008 which is smaller than 0.05, so it can be concluded that there is a significant difference between the average value of the improvement in students' narrative text writing skills between the control class and the experimental class. Furthermore, the Mean Difference value obtained is -0.172041, which means that the difference between the average value of the increase in students' narrative text writing skills in the control class and the experimental class is 0.172041. From the description above, as a conclusion, learning with audiovisual based animation media is better at improving students' narrative text writing skills.