Purpose of Study: The present study investigated the impact of critical discourse analysis (CDA) on Indonesian students teachers’ critical thinking skills in their final projects. Methodology: The study analyzed four final projects of student teachers text analysis. It was a qualitative meta-study applying four stages of Brengtsson'scontent analysis. These student teachers analyzed the world leaders’ political speeches and lawyers’ arguments in court using the CDA approach. Results: The result of the analysis indicated that 58.3% of the students got the Proficient Level achievement, spreading from the critical skills of communication, analysis (interpretation) and synthesis. Implications/Applications: The result illustrates that text analysis with CDA devices positively influenced the student teachers’ critical thinking skills. Meanwhile, 75% of them were at low achievement, at the Emergent level, for Reflection (Self-regulating) skills, due to the fact that these students were not accustomed to observing their own analysis.

Considering speaking ability is one of the important abilities that students have to master in learning English. However, most of their speaking ability is low. It is caused by several factors, one of those factors is affective factors (motivation, anxiety, and self-confidence). The research aims to know what affective factors that mostly influence students’ speaking ability. This research applied quantitative design with simple linear regression analysis. The sample of the research is 39 students from two classes X science class and X social class at SMA Muhammadiyah 9 Surabaya. Questionnaire and speaking test used as the instrument of the research. The result of the speaking test showed that the students’ speaking ability is below average. It is proven by the scores of students speaking tests are mostly below the minimal completeness criteria that is said by the school. The result shows that among three affective factors, the most influential factor is self-confidence, and the second influential factor is motivation. Meanwhile anxiety is proven not to influence the students speaking ability. The findings show that the total significant value of motivation is 0,011, anxiety is 0.063, and self-confidence is 0.007. It shows that speaking ability is influenced by motivation and self-confidence, but the result of the regression test shows that anxiety does not influence students' speaking ability even though the data result of anxiety is appropriate with the theory of the research. It can be caused by various aspects such as students’ characteristics, class atmosphere during the speaking test, and teacher attitude. So, the teacher should be fun when setting up the atmosphere of speaking, no pressure, and make students less anxious, so they don’t feel to be tested and to be assessed.

Bahan ajar keterbacaan berorientasi direct instruction adalah bahan ajar yang dikembangkan dengan menggunakan model pengembangan Fenrich. Orientasi direct instruction dalam bahan ajar didominasi dengan penggunaan tahapan DI yang dikembangkan oleh Eggen dan Kauchak. Tahapan tersebut terdiri atas introduksi, presentasi, latihan terbimbing, dan latihan mandiri. Selanjutnya, Penelitian ini bertujuan untuk mendeskripsikan kualitas bahan ajar yang terdiri atas kevalidan, kepraktisan, dan keefektifan. Untuk mengetahui kualitasnya, bahan ajar diuji cobakan pada mahasiswa PBSI FKIP UMSurabaya dengan menggunakan metode penelitian deskriptif kuantitatif. Sejalan dengan metode, teknik pengumpulan data yang digunakan adalah angket dan tes. Berdasarkan hasil pembahasan, dapat disimpulkan bahwa bahan ajar memiliki ratarata persentase sebesar 80%. Presentase tersebut diintepretasikan menjadi valid atau layak. Untuk kepraktisan, bahan ajar dinilai 83% atau sangat baik oleh mahasiswa. Selanjutnya, ketuntasan hasil belajar siswa juga mnunjukkan tuntas atau semua mahasiswa dapat menyelesaikan tugas dengan baik.

This study aims to investigate the type of adjectives in the most frequent adjectives and also the use of the adjective functions on academic writing about COVID-19. This study was conducted by using a corpus tool named sketchengine. The method of this study was a mixed-method by combining quantitative and qualitative approaches. The source of the data was corpus about COVID-19 academic writing due to the fact that COVID-19 has been the trending topic around the globe and also became an international concern. There were several data collection steps; those were first, knowing the most frequent adjective in the COVID-19 corpus by choosing a wordlist. Second, the data were taken 20 the most frequent adjectives used in COVID-19 corpus because 20 data have already represented the most frequent adjectives. Third, it chose the concordance to comprehend the function of the adjective in the COVID-19 corpus. Fourth, 20 the most frequent adjectives were inputted one at a time on concordance. Fifth, the data were analyzed based on the related theory. Finally, it is inferred that the adjective type on the most frequent adjective is a describing adjective, which has the function to frame the condition, situation and characteristic of the noun on the COVID-19 cases.