The important role of critical thinking in supporting students' development process has long been recognized. Therefore, many researchers contribute in investigating how to nurture and improve critical thinking in students; one of the findings is by integrating literary works in English classroom learning. However, due to several factors, the use of literary works in the classroom has not been effective. This study focuses on investigating the impact of integrating literary works to improve students' critical thinking in English class with the aim of discovering how teachers could use literary works in the class and how integrating literary works could improve students' critical thinking. Besides, it also addresses students' perceptions of the literary works used in the class to improve their critical thinking. Using a descriptive research design, the data obtained from observations and questionnaires were analyzed qualitatively based on Multiliteracies pedagogy components which consists of situated practice, overt instruction, critical framing, and transformed practice by Cope and Kalantzis [1]. The result shows that the teacher has integrated literary works based on the four components of Multiliteracies pedagogy although in different portions, where it is dominated by activities on situated practice and overt instruction. The teacher mostly employed a personal-response approach to foster students' engagement and participation, which is believed as one of the significant indicators in improving critical thinking. Moreover, through a questionnaire, all of the students observed gave a positive response by stating that literary works analysis helps them when giving opinions and judgment more critically.

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Errors, defined as mistaken application of linguistic theory done by language learners, are generally seen as negative element in language learning. However, several researchers believed that error analysis can be used to understand how students process a target language. Understanding this will give insights on which areas of language the students find it difficult. Therefore, this study was conducted for this purpose. Descriptive qualitative methodology was employed to examine types of writing errors that are related to inflectional affixation performed by 8 freshman students. The errors that were identified in the students’ written language were described in linguistic and surface category. Authoritative interpretation was conducted to investigate the cause of error occurrence through interview. The study finds that the students still face difficulty in subject-verb agreement, plurals, and past participle. Furthermore, it was also found that the dominant cause of the error occurrence is interlingual factors, negative transfer from their first language.