The study aims to evaluation the lesson plan of english language learning. This research was conducted at the Junior High School, Seraphine Bakti Utama West Jakarta. The research methodology used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key informant is the principal, teacher, and student. The results showed that: (1). The use of the lesson plan drafting principles occurs a negative (-) gap that resides in the quadrant (-2) because it earns a value of 40%, particularly on the full aspects of the basic competency of spiritual attitudes, attitudes Knowledge and skills, centered on students, context, kinship, feedback and alignment. (2). The implementation of lesson plan preparation of the (+) gap occurred at the Quadrant (2) because it gained a value of 60%, especially in the aspect of syllabus assessment, and the development of learning assessments. (3). In the implementation of lesson plan there is a negative positive (-) gap that resides in the quadrant (-2) because it has a value of 40%, especially in the introduction of activities, core activities and closures. In conclusion, the preparation of lesson plan should refer to Permendikbud No. 103 year 2014 about learning in primary education and secondary education. BackgroundLearning a language is how students to be able to communicate using language that is being either orally or in writing. English language learning success is measured on the ability to communicate with the students themselves. This then implies that the indicators of the success of students learning English in school is not in line with the basic principles of language learning which states that language learners, especially students can communicate in English both orally and in writing that the fact that students are still considered not able to communicate using a foreign language after graduation. Related to this is the teacher in this case English teacher in Seraphine Bakti Utama West Jakarta expecting success in his duties as a language teacher to make students succeed in learning English. Students can use language to communicate well in both written and spoken. To achieve success in learning and teaching languages to students, a teacher must have the skills and qualifications of teaching, always followed that training, working with a colleague or mentor, master teaching materials, planning and learning objectives and to evaluate learning. Circumstances on the ground that the students who take courses in English, foreign language communication skills if they were considered better than the students who are just learning to rely on learning in school. This is several times the author encountered when monitoring students who are taught by students who joined PPL in Seraphine Bakti Utama West Jakarta. Most of the students who are capable and active in the class are those who have or are to follow additional courses beyond the classroom and have a strong motivation to master the Engli...

Reading comprehension depicted as the most important skills and a complex cognitive process for the achievement of success or learning outcome in both school and society where reader’s prior knowledge and experiences serve central roles in the interpretation of a text or the interaction of the reader, the text, and the context. The purpose of the exploratory study was to investigate the effect of the Moodle e-learning on EFL reading comprehension. 27 EFL college students were participating in the study. Data were collected through the pretest and posttest of reading comprehension. Data analysis involved three stages: normality test, homogeneity test, and hypothesis testing by utilizing software statistical package for social science (SPSS) for the window. Results indicate that the use of Moodle e-learning has a significant effect on improving students’ reading comprehension.

The objective of this research is to gain empiric data on activites of popular writing using the whole language approach through story board preparation by the college students of Indonesian language education. The research was conducted at educational program of Indonesian literature in popular writing subject. The research used classroom action research. The research adopted Kemmis and taggart model through observation and writing proficiency test. Research analysis was performed using (1) data reduction, (2) data display, (3) conclusion, verification and reflection. The result of the research shows improvement in students popular writing score in every cycle. It can be concluded that the use of whole language method could produce story board in students’ popular writing. Keywords: study populer writing, whole language method, story board     Abstrak Penelitian ini bertujuan untuk memperoleh data empirik tentang kegiatan menulis populer menggunakan pendekatan whole language dengan pembuatan media story board mahasiswa pendidikan bahasa Indonesia. Penelitian ini dilakukan di prodi pendidikan bahasa Indonesia, dalam mata kuliah menulis populer, dengan menggunakan metode classroom action research. Desain yang digunakan menggunakan model Kemmis dan Taggart, data dilakukan dengan melakukan observasi dan tes keterampilan menulis. Analisis penelitian dilakukan dengan (1) reduksi data, (2) display data, (3) kesimpulan, verivikasi, dan refleksi. Hasil penelitian menunjukan adanya peningkatan nilai kemampuan menulis populer mahasiswa pada setiap siklus. Sehingga dapat disimpulkan bahwa pembelajaran menulis dengan menerapkan metode whole language dapat menciptakan story board dalam menulis populer mahasiswa. Kata kunci: pembelajaran menulis populer, pendekatan whole language, story board

The objective of this research is to develop a model of learning speaking English for students majoring in English Language Education in STKIP Kusuma Jakarta, and to examine the effectiveness of CALL-Based instruction the model in improving students’ speaking skill. The research was conducted using system approach model of Dick and Carey, and was carried out from October 2012 to July 2014 in 3 stages i.e. preliminary stage; model development stage; validation, evaluation, and revision stage. The data were obtained through tests, questionnaires, interviews, observation, and expert judgments. The English speaking test was designed to measure students speaking skill before and after the implementation of the model. Then, the data were analyzed qualitatively and quantitatively. The research findings showed that the development of the model can improve the students’ speaking skill through the increase in the mean score before the implementation of the model, 61 to 69 after implementation of the model. The testing of hypothesis using paired-samples t-test resulted in a probability value (sig) 0.000 < α = 0.05 which means that there is a significant difference on students speaking skill before and after implementing the CALL-based instruction model. It can be concluded that the model is effective in improving the students speaking skill in English Education Study Program of STKIP Kusuma Negara Jakarta.

This research and development aims to develop a contextual-based learning module for academic writing course to develop the students' writing skill. It adopts Borg & Gall's model modified from Jolly and Bolitho's model of development steps. The development steps include: assessing the teaching materials currently implemented, designing and developing the module, judging module feasibility by experts, and testing module effectiveness. It applies mixed method approach to describe textual data qualitatively and analyze numerical data using t-test. The data were obtained from need analysis through document analysis, interview, observation, survey, and experiment. The analysis found that the lecturers and students need appropriate, practical and effective teaching materials that meet their needs. Therefore, the module of writing teaching material is developed by integrating the seven components of contextual approach in various learning activities. Th epracticality test suggests that the module is very pratical. The feasibility test 82.27 in average confirming that the module is very feasible to develop. The effectiveness test found that it is very effective reflected in the posttest mean score of experimental class (78.10) that is significally different from the control class (69.80). The tests of practicality, feasibility, and effectiveness come into conclusion that the developed module can be implemented in the academic writing class. As suggesstion, the lecturers and researchers are recommended to develop comprehensively teaching materials aligning with the students' needs.

Background: Patients prefer treatments that are safe, curative and cheap. Integrative medicine (IM) gathers the best of modern medicine and other types of human medicine e.g. prophetic medicine and others. College of Medicine at Taibah University (CMTU, Saudi Arabia) is the first pioneering medical school in Saudi Arabia and the Middle East in introducing IM education. Patients' needs to IM increase in case of treatment failure e.g. cancer patients who can't afford chemotherapy and radiotherapy. Unfortunately, lack of teaching IM at medical schools deprives both physicians and patients from many therapeutic benefits e.g. Al-hijamah (wet cupping therapy of prophetic medicine), nigella sativa and others depriving. Objectives: to investigate medical students' satisfaction with IM medical education for better health benefits. Design: A prospective cross-sectional study.

This paper address the improvement of students' speaking skill through sociodrama method for higher education students. In Indonesia, English is studied as a foreign language from elementary school up to university degree. But, generally speaking, Indonesians' English competency is nothing up to intermediate level. This concern led to action research which uses design Kemmis and Mc. Taggart model and is applied in four steps; they are planning, acting, observing, and reflecting. It illustrates the way in which the result of teaching learning in every cycle. The study examines in detail how students develop their speaking skills when engaging in play. The instruments to collect information were students' test, students' interviews, observation sheets and field notes. The study examines in detail how students develop their speaking activity when engaging in play in every cycle. In cycle 1, students' participation is they establish communication with acceptance criteria, while in cycle 2 and 3 they grow their communication well after the researcher gives additional treatment about the sociodrama-base speaking task. The findings revealed that doing speaking task based on sociodrama were the most frequent activities done by students to develop and practice speaking in the classroom with the additional task in the form of homework and it improved every cycle. This research indicated that the implementation of sociodrama task-based helped the students practice speaking skills a lot and improved their speaking skills on aspects of pronunciation, vocabulary, grammar, fluency, and comprehension.

Contextual Teaching Learning (CTL) has been widely implemented in ELT. However, little used it specifically in speaking class in Islamic studies course. This research, which was a four-cycle action research conducted at the fourth semester English Language Education students at an Islamic university in Lampung, Indonesia aimed to find out how CTL can improve speaking skills especially in the subject of public speaking which includes storytelling, speech, News casting and drama in Speaking for Islamic Studies course. The data were obtained qualitatively through interviews, observation and filed notes during the learning process and also quantitatively through speaking tests for four cycles. Data were then analyzed by comparing the results of the pre-test, 55. 63 and the results of the post test after taking action in each cycle, namely storytelling gained 60.45, speech reached 64.9, news casting was 66.70, and the final drama reached 73.2. In addition, students tended to feel enthusiastic to work together in study groups and also thought critically, especially when connecting understanding the concept of language with the appropriate language context during their involvement in the speaking class. In other words, CTL could improve the students’ speaking abilities and also the quality of their learning activities. Thus, CTL could be implemented as one of the effective methods of speaking learning, especially those related to the Islamic context.