Abstract Various kinds of collaborative learning can be applied in teaching English. One of them is a partner reading strategy which allows the students to read in pairs. This research aimed at exploring the significant enhancement of partner reading strategy on the eighth-grade students` reading habit and their reading comprehension. The quasi-experimental design was used in order to gather the data and the two classes were selected through cluster random sampling as the experimental and control group. The independent sample t-test result indicated that the comparison of students` reading habit and reading comprehension in the experimental and control group with sig. (2-tailed) or p-value (0.00) was less than the alpha value (0.05). It can be concluded that the use of partner reading strategy significantly enhanced the eighth-grade students` reading habit and their reading comprehension. The partner reading strategy made the teaching and learning process more joyful and meaningful so that it can be applied as one of the activities to promote reading habit and reading comprehension.

The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.

Teaching in digital era allows the pre-service teachers to build their digital literacy to run digital teaching effectively and efficiently. Digital literacy on language teaching is the ability to select, evaluate, operate and apply digital media and digital tools in teaching and learning process. This current study aimed at investigating the pre-service English teachers` views on digital literacy competences in language teaching. Survey research was conducted to gather the data and 67 pre-service English teachers were as the participants. The data taken from questionnaire were analyzed through percentage analysis. The finding indicated that the pre-service English teachers were in average digital literacy competences, 84% of them were familiar with social media, 87 % of them argue that digital literacy competences as one of important things in digital teaching, 70% of them were familiar with digital media for EFL teaching. As the conclusion, the pre-service English teachers still need the professional training to upgrade their digital literacy competences and face the digital teaching.

This study aims to find out whether the collaborative strategic reading can significantly improve the students` reading comprehension achievement and what the students` perceptions on the use of collaborative strategic reading in EFL reading classroom are. The result showed that collaborative strategic reading can significantly improve the students reading achievement. The paired sample test showed the comparison of pretest and posttest score displayed the difference between scores. The mean difference was 15.000 and the value of t-obtained was 7.301. It was identified that sig. (2-tailed) or p value (0.00) was less than alpha value (0.05).  The students` dominant perceptions on the use of collaborative strategic reading were: students can summarize the text easily after using collaborative strategic reading and they can answer the questions of the narrative text after using story grammar strategy, collaborative strategic reading allows the students to think critically and can guide them in comprehending the text.