In this era of globalization, English has become the second language for some non-English speaking countries. But in Indonesia, English is actually being a foreign language. This is because learning English in junior high school is monotonous and boring. So students’ interest in learning is reduced. The purpose of this study is to create a media for learning English so that it can increase interest the environment feel in learning and trigger students’ enthusiasm in learning English subjects. The learning media is spinning wheel and a jumbo puzzle with picture of the Siak Palace. This learning media was tested limited to students of Pekanbaru Az-Zuhra Islamic Middle School. Students were divided into 3 groups. The group representatives would spin the spinning wheel which contained the difficulty level of the quiz and the group would discuss to answer the quiz about the material. After that, the group with the correct answers would paste several puzzles on the board according to the score that they obtained from the previous quiz. From the results of this limited test, based on questionnaires given after learning, it appears that there is an increase in interest and enthusiasm of students in learning English through this media. This learning media in general can build interest and increase student motivation in learning English and can build skills to work together in learning groups.
This research intends to find out whether or not there is a correlation between students’ translation and writing ability at the English Study Program of FKIP Universitas Riau. There were 40 students from 6A class chosen as samples. The instruments were translation and writing tests. The translation test aims to measure the ability of the students in translating an Indonesian-English text. The writing test aims to measure the students’ ability in writing a descriptive essay. The data were obtained by calculating the translation and writing test results. Based on the calculation, it was found that the students have good translation and writing ability. Besides, the value of the correlation coefficient obtained was 0.521 which means that there is a positive correlation between students’ translation and writing ability. The correlation is categorized as fair correlation since the value of the correlation coefficient obtained is 0.521 which is in the range of 0.400 - 0.599. Considering the fact that there is a correlation between students’ translation and writing ability, it issuggested that the students should also concern about and improve their translation ability because it will also improve their writing skill.
The on time presence of attending classroom meeting with lectures is one of the factors mostly associated with the learning achievements of students. To find out the possibility of a correlation between the two variables certainly requires scientific, in-depth and measurable studies. The population of this study is all students of the English Study Program FKIP Riau University, whose samples were taken by using quota purposive sampling technique, namely by providing them assessment of samples among the selected population (Campbell. S. et.al. 2020). This technique was used under the consideration of the limited time, energy and funds the researcher had. Quota was used to determine the number of samples, while purposive was intended to determine the subject matters whose presentation might be in the forms lectures, discussions and assignments. Randomization technique was used to determine the individuals included in involved as the subject of the study. The collected data, especially those obtained through questionnaires, were analyzed and given scores. The scores were then analyzed using a statistical analysis of abc design variance. Meanwhile, data concerning student achievement used a single or univariate change analysis with the intention of testing assumptions by using variance analysis. The results of the data analysis indicate that (1) there was no significant correlation between the learning achievement and the level of participation and the intensity of attention following the learning or lecture process (2) there was no significant correlation between students attendant rate and learning achievement.
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