<p>The objective of this research is to investigate the effects of Neurolinguistic Programming (NLP) method towards students’ speaking skill at Madrasah Ibtidaiyah Sa’adatuddarain 2 Tangerang Selatan. This research was conducted at Madrasah Ibtidaiyah Sa’adatuddarain 2 Tangerang Selatan from April 15<sup>th </sup>2016-July 15<sup>th </sup>2016. By using purposive sampling technique, 60 out of 300 students of grade V in school year 2015-2016 were chosen. The method used was a survey with a correlational technique. The instrument included one test to analyze the data quantitatively. Test is used to assess the students’ speaking skill. There is a positive and significant impact of students that learning using NLP method in the ability of speaking English. Furthermore, ? = 0.05, df = 19, and t-table = 1.73, while t<sub>count</sub> = 9, 26. Thus t<sub>count</sub>> t<sub>table</sub>, this means that H<sub>0</sub>is rejected and H<sub>1</sub>is accepted, As conclusion, NLP method affects positively and significantly to the students’ speaking English ability compared with conventional method.</p><p> </p><p>Key words: Neurolinguistic Programming (NLP) method, speaking skill, English learning</p>
<div class="WordSection1"><p>The common problem in English teaching to a group of Indonesian speakers is that the group has difficulty understanding to an English topic. Such as in tenses, traditionally most teachers have done their best to explain in simple English and provide numerous examples. There's nothing wrong with this approach. However, as many Indonesian-speaking English teachers probably know, it can be helpful to quickly explain the concept in Indonesian. Then the lesson can turn back to English. Consequently, it wastes time and not effective, a solution should be found. One of the solutions is the Google Translate where Google Translate offers the most powerful, free online translation tools available. This English teaching article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to use Google Translate in class in lesson plans. This research tries to provide and share the strength and weaknesses of Google translate tool for writing learning. This research took some students from seventh semester of UNINDRA students as sample. The methodology used was descriptive. This research took time for about four (4) months. The findings of this research point out that many people are helped by the benefit of the Google Translate application. Despite the weaknesses of it, they believe that the results of the translation are accurate as long as they revise the translations manually.</p></div>
<p>This research examines the novel ‘The Great Expectation’. Researchers are interested in analyzing this novel because it is a picture of real life, especially life in the United Kingdom in the days of Queen Victoria. As a realistic writer, Charles Dickens is through people’s descriptions reflect reality in his life time. This research uses the theory of semiotics which is collaborated with Karl Marx’s theory which reveals class strata. In the science of semiotics, everything, even humans can be made a sign, which can be developed into a myth of life. Seeing from the main actor’s novel, Pip, Everyone still has a lot to learn, such as his kindness, strength, and optimism. Individual growth is the process of growing into a perfect self. Although Pip’s great hopes are disappointing, he finally returns to good moral character, and starts a new life. In addition, this study analyzes the style of the main character Pip which has its own points in interpreting the style of dress. In this novel, researchers want to prove that the style of dress can be a tool to prove the formation of a person’s identity or the identity of a particular group that uses it.</p>
<p><span lang="EN-US">The School Literacy Movement (GLS) is an implementation of the Regulation of the Minister of Education and Culture Number 23 of 2015 concerning on the “Cultivation of Character”. Literacy culture is a habit of thinking followed by a reading-writing process which will eventually lead to critical thinking, problem solving, scientific development, and creation of works. This study aims to describe the policy of the school literacy movement at SDIT Nurul Yaqin. This type of study was a qualitative descriptive study with a case study approach. Data collection techniques employed interviews, observation and documentation. Source triangulation was conducted to ensure data validity. Research results point out as: (1) programs that support the GLS policy at SDIT Nurul Yaqin comprise of reading times, exhibitions, reading corners, story-telling, wall magazine, numeracy literacy, and making comics; and (2) factors supporting the implementation of the GLS policy program at SDIT Nurul Yaqin include commitment of the principal, participation of parents, support from the school community, allocation of 15 minutes of time for literacy, and varied media literacy. The inhibiting factors for GLS at SDIT Nurul Yaqin include inadequate books, inadequate library space, no GLS bureaucratic structure, and students’ reading awareness is still low</span></p>
<p><strong></strong> Students who study in bilingual class are expected to have the ability of speaking English as well as Indonesian. This study looks at the learning steps in teaching speaking English in bilingual class that claimed their students are able to speak fluently in English within one year. The research data was taken from two bilingual classes at Madrasah Ibtidaiyah Negeri (MIN) Ciputat, South Tangerang City, Banten. The sample of this study were 20 bilingual class students from class 6. The instruments of the research are questionnaire and class observation. Questionnaire is given to the teachers related to their methods in teaching speaking, class observation is done to see the ability of students in speaking. This research is limited only to the teaching steps of English speaking in the bilingual class. The results of this study indicates that by practicing the cluster method carried out by the teacher, the students' speaking skills improved significantly in a short time</p><p> </p><p><em> </em></p><p><em>Key Words: </em><em>Bilingual, </em><em>monoligual, literacy instruction, </em></p><p><strong> </strong></p><p align="center"><strong><em>RINGKASAN</em></strong></p><p><em> </em></p><p><em>Siswa yang belajar dikelas bilingual ddiharapkan mempunyai kemampuan berbicara bahasa Inggris sebaik bahasa Indonesia. Penelitian ini mencari tahu langkah-langkah pembelajaran yang terkait dengan kemampuan berbicara bahasa Inggris di kelas bilingual yang mengklaim siswanya dapat lancer berbicara bahasa Inggris dalam waktu satu tahun. Data-data penelitian diambil dari dua kelas bilingual di Madrasah Ibtidaiyah Negeri (MIN) Ciputat Kota Tangerang Selatan Banten. Sampel penelitian ini adalah 20 siswa kelas bilingual yang berasal dari kelas 6. Instrument dari penelitian ini adalah angket dan observasi kelas. Angket diberikan kepada guru untuk melihat metode mengajar yang terkait dengan kemampuan berbicara, observasi kelas dilakukan untuk melihat sejauh mana kemampuan berbicara bahasa Inggris siswa. Penelitian ini dibatasi hanya pada langkah-langkah pengajaran berbicarabahasa Inggris dikelas bilingual. Hasil penelitian ini menunjukan bahwa dengan mempraktekan metode kluster yang dilakukan oleh guru, kemampuan berbicara siswa dapat meningkat secara signifikan dalam waktu yang relatif singkat </em></p><p><em> </em></p><p><em>K</em><em>ata Kunci: </em><em>Dwi bahasa, </em><em>bahasa tunggal, instruksi lisan</em></p>
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