| As an action research, this study was derived from the concern of the researcher as an English teacher to implement the 2013 curriculum as suggested by the government in EFL classroom. The study was conducted in one of the private Senior High Schools in Jakarta in order to help the students develop their critical thinking skill as well as their writing skill. The standard competences used in this study were giving suggestions, giving opinion, and analytical exposition text. This action research was conducted in two cycles where the students produced analytical exposition texts with different topics. The lessons and assignments implemented the problem-based learning and genre-based learning methods in the scientific approach framework based on revised Bloom’s taxonomy. The results of the two cycles show that lesson designs had an important role in setting the learning atmosphere in the classroom. Problembased learning design, following Bloom’s revised taxonomy, can initiate students’ curiosity in the specific topic presented in class. Students also show autonomy in investigating and presenting their topic. Genre-based learning design help students to understand the process of composing a text. Students also declare that they learned to think in a more structured and organized way in presenting their ideas in writing. In their writing task, students were able to perform critical thinking subskills such as evaluating information to be used in their assignment and making conclusions based on the evidence (Cottrell, 2005; Stobaugh, 2013). The lesson design could also catch the students’ attention, so they were willingly to learn and explore their capability. |