Within a production of text like written text, a writer in fact conducts series of processes which are not simple and easy. Grammar, vocabulary and content are among the problems; however, problems actually occur begin from even deciding what to write and how the ideas should be arranged. Employing collaborative classroom action research (CAR) design in two cycles, three meetings of 100 minutes each, this study aims to improve the students' writing skill using graphic organizer. 16 students of an English course in Malang, east Java participated in this study. To get the result, questionnaire, observation checklist, writing test and field notes are collected. Meanwhile, expected criteria of success were that all students achieved the minimum passing grade of 65, and 85% of them actively involved in the implementation of the graphic organizer strategy and perceive the implementation positively. The finding shows the implementation of graphic organizer strategy was successful to improve the students' writing ability. All the students achieved the score at least 67 and 90% of them actively involved in the process of writing persuasive text, and positive perception existed.

Abstract:The goal of learning English language in a class is to demonstrate the use of the language in real life application. Hence, the teaching and learning process must reflect, in such away, fits the reality. This calls for the use of real materials or authentic materials (AM) in the teaching and learning process. Though the positive result has been yielded by many researchers, the implementation of AM in teaching and learning English is not implemented fully in EFL setting. This research is conducted to investigate how teachers' perception toward the use of authentic material in teaching and learning process. In depth -interview toward eight EFL school teachers, observation and documentation toward 4 English teachers are done to get the necessary data. In addition, focused group discussion (FGD) is done to triangulate the data. The finding showed that teachers perceived the important use of AM. Yet, they mostly fail to define what is AM and how it is implemented in the classroom. Their perception and action somehow do not match revealing a conclusion that they don't' fully understand what is AM; moreover the misconception of why it should be implemented matter the most. Keywords: Authentic Materials (AM), EFL School teachers, teachers' perception BACKGROUNDEnglish language became one of the subjects to be taught in our curriculum since 1970s, the teaching procedure had implemented several approaches from grammar translation method, audio-lingual method, communicative approach, and genre based approach and the current approach (applied in Indonesia), a scientific approach. These methods have sounded changes in the way teacher taught EFL to students. Yet, the most interesting fact about the teaching and learning process emerged when it comes to communicative approach where in this approach the term authentic material begin to exist and profoundly applied during the teaching and learning process of EFL. Moreover, this approach focused on how the teaching and learning English in the classroom really useful when real situation is engaged. Krashen (1983) implied that Native-like fluency is what all learner and teacher expect to have. However, learning second language could be exciting and productive, yet it could be vice versa; painful and useless. The difference of both lies in how students learn the language and how teachers teach the language. Krashen above indicates the importance of creating condition where native like conditioning occurs.

this study aims to know the 4Cs skills, as a mandatory principal of curriculum 2013, in two English Textbooks which used as references in teaching and learning process for eleventh grade. The two English Textbooks studied are "Bahasa Inggris" and "Contextual English". This research apply content analysis principles. To get the data the researcher used document analysis. After analysis, the data were interpreted, compared and reported. The research finding shows that 4Cs skills from both English Textbooks are included on its package of activities; 1) pre activities, 2) content of the materials, and 3) worksheets. The critical thinking aspects are mostly found on its pre-activity and contents, while communicative and collaborative aspects sometimes emerge on both. The worksheet requires creativity of the students as well as communicative and collaborative aspects on it. It was also found that among two English Textbooks studied, the 4Cs aspects on "Contextual English Textbooks" are shown up more frequent than "Bahasa Inggris" text book.

The Covid-19 pandemic has forced education to switch from a face-to-face method to an online one. To date, many studies have been dedicated to investigating how education adapts to this new situation, but only a few focuses on gender-based participation, particularly within the Indonesian context. This study aimed to investigate (1) how students perform gender-based participation in the online English class during the Covid-19 pandemic; and (2) how students will perform gender-based participation in the online English class in a post-Covid-19 pandemic. This study employed the theory of gender and participation in education (Aguillon et al., 2020). This qualitative research involved 10 participants enrolling in an Islamic university. The data were collected through observations and interviews. The phenomenological perspective analyzed the collected data. This research revealed two major findings. First, male students participated more than female students in the language learning process. Moreover, male students offered more voluntary responses during the lecture. Second, based on the students' performance, it is predicted that students' future participation in post-Covid learning will be influenced by their preference for discussion topics and learning strategies.