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Problem-solving skills are an ability that must be cultivated to equip students with the skills needed to deal with today’s increasingly complex and volatile environment. Computational thinking represents a new paradigm in problem-solving skills. After Wing proposed Computational Thinking as problem-solving skills in 2006, other scholars investigated this topic; nevertheless, the link between Computational Thinking and problem-solving has not been clearly discussed in previous studies. To uncover evidence for the connection between Computational Thinking and problem-solving skills, we conduct a systematic literature review of 37 papers collected from Web of Science database. The results indicate that (a) problem-solving is discussed in the 37 articles in the context of Computational Thinking, (b) the most frequently employed Computational Thinking stages in problem-solving skills are decomposition, pattern recognition, abstraction, and algorithm, (c) Computational Thinking is closely linked to problem-solving, and (d) Computational Thinking and problem-solving stages serve the same functions in solving problems. The results of this study will encourage the development of education research, particularly in the application of CT as a problem-solving tool in various real-life scenarios.

his final project is based on a study endeavored to examine the development of analytical exposition texts written by the fourth semester students of Universitas Negeri Semarang in the academic year of 2014/2015 who took Genre-based Writing class . The objective of the study is to examine to what extent the students develop their analytical exposition texts, in terms of Thematic Development.This study is a written discourse analysis in which the data collected are in the form of written texts. To examine Thematic Development, Thematic Structure must be found first. The data were divided into clauses and analyzed to discover their Thematic Structure using theory suggested by Gerot and Wignell (1995). Then the Themes and Rhemes were examined using Thematic Development theory suggested by Eggins (2004).Results show that unmarked Topical Theme and reiteration pattern are dominant on students’ texts because they are the simplest and easiest form of Thematic Structure and Thematic Development. In addition, some problems related to Thematic Structure and Thematic Development were found. In Thematic Structure analysis, one problem of empty Theme and three problems of empty Rheme were discovered, while more than half of total clauses did not have Thematic Development. These might indicate two points; first, the students of Genre-based Writing class are still novice writers. Second, they might not know about Thematic Development theory and how to employ it to develop their analytical exposition texts.