This qualitative research was aimed at reviving the principles of cooperative learning in the English class and critically studying the effects of it on the learners’ learning process and language skills. A number of 25 English learners were purposively selected as research participants. Journal writing, observation, and interview were techniques for collecting the data. Miles and Huberman’s model was a way of analysing the data while triangulation (credibility and dependability) was the strategy for qualifying the finding. The findings indicated that the e-political caricatures-assisted cooperative learning requires authentic and global learning themes. It improves the qualities of the learners’ global awareness, intercultural competence, communication skills, collaboration (team building, capitalisation on one another resources, deep learning, mastering language knowledge or competence and skills of English), critical thinking skills, and creativity (4Cs). It then leads the learners to active learning, project and problem-based learning, and develops digital skills and digital literacy skills. When compared to the previous language skills, the levels of the learners’ English language performance were between “intermediate” (22 learners) and “proficient” (three learners). These results signify that cooperative learning strongly enhance the learners’ language competence and skills of English and inspire them to collaboratively work and learn regardless of differences. In conclusion, the cooperative learning treats equally all class members, understand and accept differences in race, level of language skills, intelligence, etc., to achieve the shared learning goals, and further encourage learners to construct the knowledge and skills of English collaboratively.

The curriculum is at the core of education and have an influence on the entire educational activities. Given the importance of the curriculum in education and human life the curriculum can not be done are not measurable and not systematic. Curriculum requires a philosophical foundation historical sociological psychological powerful precise theories of learning knowledge and experience of teachers and support infrastructure in the PBM adequate education. The design of curriculum development in 2013 has met the demands of the progress of globalization and rapid information systems today. In fact the design of the curriculum is notyet supported by the knowledge and experience of teachers in implementing the 2013 curriculum to students for example the first taskof analyzing the SKL KI KD Books Students and teachers book has not been fully carried out by teachers much remains to copy andpaste and lack of time to read the document in depth and the concept of a scientific  approach is still not understood let alone on learning methods that are less applicable delivered. Furthermore educational infrastructure for the benefit of the PBM has not beenable to keep teachers teaching and students learning inside and outside the classroom

<p>The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.</p>

As prospective teachers, the students of the Indonesian Language and Literature Education Study Program must have sufficient literary skills and experience of writing literature works. The facts are, however, very different. To date, most students face varied kinds of obstacles to writing literature works. Writing literature works require lofty creativity and imagination to produce the Dulce Et Utile (radiating the beam of the aesthetic and educational values of the works). The purpose of this study was, therefore, to describe the factors that become the students’ major obstacles to writing literature works. The method used was the qualitative descriptive whilst the observation, interview, and document analyses were the techniques of data collections. The 21 subjects of this study were the sixth-semester students of undergraduate Indonesian Language and Literature major at the Islamic University of Riau (UIR). The results of this study indicated that the factors that become the students’ crucial obstacles to learning Writing Literature Works were the lecturers’ unprofessionalism (centered-staged with different discipline/area of study of lecturers), lack of respect to the Writing Literature Works’ course; limited number of credit course, continue transmitting theoretical knowledge rather than keep practicing/writing the works, and the inappropriate teaching/learning model used in the Writing Literature Works’ course. As a result, these factors is a form of the implementation of learning writing literature works is still a formality and certainly prevent the students of being professional teachers.

<p class="abstrak">“Freedom of Learning” is the MECRI Nadiem Makarim’s sensational policy. Its top goals are to provide students with freedom of thinking and urge teachers to shift their education paradigms from traditional to contemporary ones. However, the facts assume that such a policy is trumping up and secretly includes Indonesian education in a list of the secular capitalist-style curriculum. The facts seem biased and even counter-productive if they are left unexplored. Therefore, this study aimed to diagnose the meaning of the policy in John Dewey’s pragmatic philosophy and its effects. This was qualitative research. Observation was a technique for collecting the data. Miles and Huberman’s model was a technique for analyzing the data. Credibility and dependability were used to examine the validity of the data. The results showed that the implied meaning of Makarim’s freedom of learning policy is interpreted as a process of building students’ reality through interaction with their real life. Knowledge is based on students’ experiences and constructed using scientific methods. The teacher’s role is to develop the students’ critical and creative thinking skills through scientific process. The curriculum prepares students for changes, research and verification, and problem-solving activities. More importantly, the policy urges to bring the classes closer to digital technology and e-devices, arouses students’ global awareness and learning skills of the 7C’s X 3C’s + 1I’s. In conclusion, the policy aims to advance the value and quality of education for Indonesian in the current era of digital technology.   </p><p><em>“</em><em>Merdeka Belajar” adalah kebijakan sensasional Mentri Pendidikan R.I. Nadiem Makarim yang tujuan utamanya adalah untuk memberikan mahasiswa kebebasan berpikir serta mendorong para guru untuk bisa merubah paradigma pendidikan mereka dari paradigma tradisional ke kontemporer. Namun, fakta berasumsi bahwa kebijakan semacam itu adalah sebuah rekayasa belaka dan secara diam-diam memasukkan pendidikan Indonesia ke dalam daftar kurikulum ala kapitalis sekuler. Fakta tersebut tampak bias dan bahkan kontra-produktif jika dibiarkan tidak dieksplorasi. Oleh karena itu, penelitian ini bertujuan untuk mendiagnosis makna kebijakan dalam filsafat pragmatis John Dewey dan efek yang menyertainya. Ini adalah penelitian kualitatif. Observasi merupakan teknik pengumpulan data. Model Miles dan Huberman adalah teknik untuk menganalisis data. Kredibilitas dan ketergantungan digunakan untuk menguji validitas data. Hasil penelitian menunjukkan bahwa makna tersirat dari kebijakan kebebasan belajar mentri Makarim dimaknai sebagai proses membangun realitas siswa melalui interaksi dengan kehidupan nyata mereka. Pengetahuan didasarkan pada pengalaman siswa dan dikonstruksi menggunakan metode ilmiah. Peran guru adalah mengembangkan kemampuan berpikir kritis dan kreatif siswa melalui proses ilmiah. Kurikulum berfokus pada mempersiapkan siswa untuk perubahan, penelitian dan verifikasi, dan kegiatan pemecahan masalah. Lebih penting lagi, kebijakan tersebut mendesak untuk membawa mahasiswa lebih dekat dengan penguasaan teknologi digital dan perangkat elektronik, membangkitkan kesadaran global siswa dan keterampilan belajar 7C’s X 3C’s + 1I’s. Kesimpulannya, kebijakan tersebut bertujuan untuk memajukan nilai dan kualitas pendidikan bagi masyarakat Indonesia di era teknologi digital saat ini.</em><em></em></p>