The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching strategies and curiosity on students' achievement in reading comprehension. Quasi experimental research with factorial design 2 × 2 was used in this study. The total number of sample were 76 persons, with 38 students of each class (experimental and control classes). The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy. The students were also divided into two groups based on curiosity, such as high and low curiosity. The data were collected through reading comprehension by using objective test, whereas for aptitude like curiosity, questionaire was used. The data were then analyzed by applying two-way ANOVA at the level of significance at α = 0.05. The data analysis revealed that (1) students' achievement in reading comprehension taught by using INSERT was higher than those taught by using SQ3R, with F obs (27.32) > F tab (3.98), (2) students' achievement in reading comprehension with high curiosity was higher than those students with low curiosity with F obs (6.92) > F tab (3.98), (3) there was an interaction between teaching strategies and students' curiosity on students' achievement in reading comprehension with F obs (15.43) > F tab (3.98). Tuckey test was then applied to verify the interaction between each sample comparison.

The fundamental characteristics of the lecturers and the students in the English Department should use English. Lack of English competence is widely considered to be the major cause of code switching. The aim of our work to broaden current knowledge of the phenomenon of grammatical and contextual code switching in the English Department proposal seminar at STKIP Budidaya Binjai. This study applied descriptive qualitative research with the data from the utterances of the lecturers and the students during the process of proposal seminar. The data were obtained from observation, interview, and field note. Grammatical code switching in the English Department proposal seminar were tag code switching consisted of 12 utterances, inter-sentential code switching consisted of 15 utterances, intra-sentential code switching consisted of 19 utterances, proper noun and noun phrase consisted of 7 utterances, negative words consisted of 4 utterances, languages similarity consisted of 11 utterances and discourse marker consisted of 16 utterances. Meanwhile, Contextual code switching in the English Department proposal seminar were situational code switching consisted of 84 utterances and metaphorical code switching consisted of 5 utterances. It can be concluded that contextual and grammatical code switching occurs in the English Department proposal seminar process.

This study was concerned with the use of speech acts in ILC (Indonesia Lawyers Club) Talk show program. The objective of this study was to describe the types of speech acts used by the host and the guests of ILC. Qualitative content analysis method was applied in this study. The sources of data were the host and the guests in ILC. The data of the study were the sentences and the phrases gathered from the conversation in the episodes of ILC. The finding of this study showed that four types of speech acts, namely rex`x`presentative, directive, commissive, and expressive were used by the host and the guests of ILC, while declarative speech act was not found at all in the episodes of that talk show program. The dominant type of speech act used by the host was directive, while the guests dominantly used representative speech act.

This study examined 21 (twenty one) Internet memes taken from instagram wall of Meme Comic Indonesia (MCI). This studies applied Multimodal Critical Discourse Analysis promoted by Van Leeuwen which particularly in this study was the merger between Three Dimensional of Fairclough and Visual Grammatical of Kress and Van Leeuwen. The results of this study revealed five kinds of stereotyped language about women which are women’s personality traits, women’s cooking domestics behaviour, women’s physical appearances, women’s teaching occupation and women’s driving motorcycle behaviour which considered as new kind of stereotype about women. It is also revealed that the process of realization of stereotyped language about women is by seeing the context of the features used by the creator of the internet memes. The reasons of using stereotyped language about women as humour can be seen as critics and warning attemptions by the creator of the internet memes.Key words: Stereotyped Language about Women, internet memes, Multimodal Critical Discourse Analysis

Abstrak: Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk menerapkan  strategi pembelajaran Contextual Teaching and Learning (CTL) yang dapat meningkatkan hasil belajar menulis cerpen bagi siswa. Tempat penelitian dilakukan di kelas XI IPS-2 SMA Negeri 1 Perbaungan. Cara penelitian dilakukan dalam dalam dua siklus yang masing-masing terdiri dari siklus pertama tiga kali pertemuan dan siklus kedua tiga kali pertemuan. Setiap siklus terdiri dari tahapan perencanaan (planning), tindakan (acting), pengamatan (observation), dan refleksi (reflecting). Jumlah partisipan dalam pelaksanaan siklus masing-masing 40 orang siswa. Pengumpulan data dilakukan melalui tes hasil belajar menulis cerpen siklus I dan siklus II, observasi langsung terhadap aktivitas siswa dalam belajar berkelompok. Hasil penelitian menunjukkan bahwa Pembelajaran pada siklus I belum memcapai Kriteria Ketuntasan Minimal (KKM) dengan perolehan  nilai rata-rata subjek penelitian 61.00 menurut penilai 1 dan 59.51 menurut penilai 2. Pembelajaran pada siklus II, nilai pembelajaran sudah berhasil memenuhi Kriteria Ketuntasan Minimal (KKM) dengan nilai rata-rata subjek penelitian mencapai 78.20 menurut penilai 1 dan 79.65 menurut penilai 2. Aktivitas siswa dalam belajar kelompok  pada siklus I masih rendah karena siswa belum terbiasa melakukan kegiatan berkelompok, tetapi pada siklus II mulai meningkat.Kata Kunci: ctl, hasil belajar, menulis cerpen Abstract: This is an action research which is aimed to implement The Contextual Teaching and Learning (CTL) strategies that can improve students’ learning achievement in writing short stories. The research was conducted at XI grade IPS-2, SMA Negeri 1 Perbaungan. The research was done in two cycles in which each cycle consists of three meetings. Each cycle consists of stages, namely: planning, action, observation, and reflection. The number of the participants in each cycle was 40 students.  The data were collected by using the students’ achievements in writing short stories at cycle I and II and also direct observation of students’ activities in group learning. The results of the research showed that the students’ achievements at cycle I have not reached the Minimum Completeness Criteria with the acquisition of the average value is 61.00 point based on assessor 1 and 59.51 based on assessor 2. But  at cycle II, the average value of students’ achievements already successfully reach the Minimum Completeness Criteria with the average value of research subjects reached 78.20 based on assessor 1 and 79.65 based on assessor 2. Students’ activities in group learning at cycle I was still low because most of the students were not familiar at doing group activities but they began to increase at cycle 2. Keywords: ctl, learning outcomes, writing short stories