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Shadow puppets, known as wayang kulit in Indonesia, have been used to entertain and as a medium to spread Javanese values. A puppeteer, one who plays the puppets, must have competence in storytelling. Thus, shadow puppet becomes an effective way of teaching a language, exclusively for ELT. However, paper puppets are chosen and used most instead of the leather ones, for they are much simpler to make. This study aims to describe what students can learn from the shadow puppets story as the implementation of project-based learning (PBL) in learning narrative text. Students will choose a particular character from shadow puppets, get references to know more about the character, create puppets from paper, and present what they can learn from the character. They will involve in learning activities collaboratively as one of the PBL principles. Hence, students will not only improve their language skills but also get excellent moral values from the story. Besides, it is hoped that students will be familiar with the cultural heritage, apply the positive attitudes reflected by the story, and use them for their identity. Due to most puppetry involving storytelling, narrative text is considered appropriate to discuss in class.

Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers. HIGHLIGHTS: EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach. Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs. Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.

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21 st century skills or known as "4C" (i.e. communication skills, collaboration, critical thinking and problem solving, as well as creativity and innovation) are the skills that senior high school graduates should possess in order to achieve the national education goal, i.e. developing students' potentials in order to be a citizen who is well-mannered, skillful, creative, knowledgeable, independent, and responsible for their own action and behavior. To have those skills, the 2013 Curriculum -the curriculum currently applied in Indonesia, offers various interesting and creative learning models that can be applied by teachers in teaching English. Creative learning is a learning process that requires the teachers to motivate and bring up the students creativity during the learning process, using a variety of learning methods and strategies, such as group work (Cooperative Learning), problem solving (Problem Based Learning), Project Based Learning, and so on. Besides, creative learning also requires teachers to be able to stimulate students to bring creativity, both in the context of creative thinking and in the context of creative in doing things. By implementing creative learning models in teaching English, teachers will also automatically apply and integrate "4C's" or 21st Century skills in teaching and learning English.