USING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE FIRST GRADE OF SMA NEGERI 7 AMBON

Reading is complex interaction between the reader and text. Actually reading is not a simple one, because in this skill, students do not only read a text but also try to understand the message or information about the text they learn. In reading process students must know what they get from a passage. This study was conducted to determine students’ improvement in reading comprehension by using concept mapping Technique. The result shows that this technique can be used to improve students reading comprehension of SMA Negeri 7 Ambon especially class X is successful. Although there were some problems which raised during teaching learning process but collaboration between English teacher and the writer help this study going smoothly. Through the technique the students can organize and identify information deeply in the text before they come to reading activity. Besides, this technique has good influenced in group discussion where the students can share their ideas and work actively to fill concept mapping sheet. The students also show positive responses toward Concept Mapping technique in the teaching learning process so the result in the class is more lively and enjoyable

COMPARATIVE LITERARY WORKS, LANGUAGE LEARNING AND CHARACTER BUILDING OF LEARNERS

This paper aims to express efforts to use comparative literary works as a medium in language learning, and at the same time as a means for the formation of the character of learners. The benefits of comparative literature, among others: (1) as the basis of the study of cross-cultural literary works, (2) as the basis or basis of language skills learning (Sprachfertigkeiten) namely: listening (Hӧrverstӓndnis-Sprechfertigkeit), reading-writing (Leseverstӓndnis-Schreibfertigkeit), (3) as a means of strengthening character education. As the basis for cross-cultural text studies, comparative literary works can be used to compare cultures between nations. As the basis of language learning, comparative literary works, has a uniqueness that is not possessed by other linguistic teaching materials, because the language of literary works has a connotative characteristic (figurative), contains majas, and prioritizes the characteristics of narrative discourse. Language in literary works prioritizes its main function, which is communicative function and suitable to be used to teach language skills. Furthermore, as a means of strengthening character education, literary works are worthful, which can be used to provide value strengthening for learners as the future generation of the nation.

APPLYING BLENDED LEARNING IN HIGHER EDUCATION IN AMBON, INDONESIA: DESCRIPTIVE REPORT FROM GRAMMAR IN WRITTEN DISCOURSE CLASS

This paper is an account on the application of Blended Learning in Higher Education setting in Ambon, Indonesia. The Blended Learning was applied to the Grammar in Written Discourse Class in English Study Program of Faculty of Teachers’ Training Unpatti. The Blended Learning process was supported by the use of three online platforms: Google Classroom, Quizziz and Kahoot. The main purposes of this paper are: to describe the process of applying the blended Learning from planning, preparation, application and evaluation, to describe the challenges of applying the Blended learning for the Lecturer, to describe the challenges of using the Blended learning for the students and to describe the lesson learned and successes from the application of Blended Learning

IMAGE MEDIA AND THE RESULTS OF LEARNING OUTCOMES OF KONTRASTIVE KULTURKUNDE COURSES OF THE STUDENTS OF GERMAN LANGUAGE EDUCATION STUDY PROGRAM, FKIP PATTIMURA UNIVERSITY, AMBON

The purpose of this study is to determine the influence of the use of image media on the learning outcomes of students of the German Language Education Study Program in Kontrastive Kulturkunde courses that use image media and those that do not use images. The use of image media applied in this study follows what Macaire and Hosch (2004: 67) have suggested about the function of images, that images can reactivate students' initial knowledge (Vorwissen der Schülerinnen und Schüler), show similarities/authenticity (Authentizität) and indicate actual situations (Aktualität), a communicative perspective image of an object and a representative image, which is a visual that depicts the state of nature and people's lives. (Perspektive und Repräsentativität) and which have similarities or differ with their own culture (Nähe oder Ferne zur eigenen Kultur). This research was motivated by the low learning outcomes of students in Kontrastive Kulturkunde courses. The type of this research used is experiment with one group pretest - posttest design with t-test analysis technique with significance level α = 0.05. Testing the effectiveness of this study is with the use of image media. The target of this study was 20 students of semester 4, German Language Education Study Program FKIP Pattimura University Ambon in Kontrastive Kulturkunde courses. The result of the calculation appears that, tcount > ttable=1,729 which is 11,103 > 1,729. Based on the results of the calculation it can be said that, there is a noticeable difference between the value after and before the application of the image media

BOARD RACE GAME AS AN ALTERNATIVE STRATEGY IN TEACHING VOCABULARY

Like other components of language in teaching, vocabulary needs special teaching strategy from teacher in order to make the students enrich the number of their vocabulary. This paper aims to discuss board race game as an alternative teaching strategy of vocabulary. Many experts and researchers have conducted studies about this game in teaching vocabulary and the results show significant improvement toward the enrichment of vocabulary after implementing board race game. The board race game has exciting steps in which they can encourage the students to become more active in teaching vocabulary. This game also presents new atmosphere in teaching and learning since it motivates the students to compete one another fairly

USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU

Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well

FORM OF CODE MIX IN INDONESIAN LANGUAGE LEARNING STUDENTS GRADE VIII SMP NEGERI 1 AMBON

Code mixing is a form of using other languages besides code over. According to Nababan (in Suandi, 2014:139) that code mixing is the mixing of two or more languages or different languages in a speech act or discourse without anything in the language situation that demands mixing the language. Code mixing occurs when a speaker using a language predominantly supports a speech inserted with other language elements. It is usually related to the characteristics of the speaker, such as social background, level of education, religious sense. The object of research is a form of code mixing that occurs in the interaction of online learning of Indonesian subjects. The study used is Sociolinguistic. This type of research is qualitative by using interview techniques, field recording, and direct observation on the form of code mixing in online learning interactions of Indonesian subjects involving subject teachers and grade VIII students of SMP Negeri 1 Ambon. The results of the study found there were 19 forms of code mixing in the interaction of Indonesian language learning students in grade VIII SMP Negeri 1 Ambon. Data in the field shows, too, that not only do students produce code mixes in interactions, but teachers also produce fragments of code mix in communicating. Code mixing that occurs unconsciously is generated more by students, than subject teachers

COMPARATIVE STUDY ON DISCOURSE ANALYSIS BASED ON SCHOOL’S SLOGAN

The research was aimed to describe and to analyze the meanings of each slogan used in schools. To conduct the research, the researchers used descriptive qualitative method. The subjects of this research were the slogans from 4 different schools were SMP 19, SMK 2, SMK 6 and SMK 7 in Ambon city. The data was taken in the form of phrase, clause and sentence. In collecting the data, the researchers used a documentation technique by taking the pictures of the schools’ slogans from those schools above. To analyze the meaning of each slogan, the researchers used pragmatic analysis especially speech act theory. The result showed that there were 5 types of slogan which applied into 14 slogans. From the total number of schools’ slogans, 7 slogans were written in English and 7 slogans too were written in Bahasa Indonesia. 5 slogans contained representative meaning, 5 slogans contained directive meaning, 2 slogans contained commissive meaning, 1 slogan contained expressive meaning and 1 last slogan contained declarative meaning. Types of slogan that most used in the schools were representative and directive meanings

ACTANTIAL SCHEMA AND FUNCTIONAL STRUCTURE OF THE FAIRY TALE "DIE GÄNSEMAGD" (THE GOOSE GIRL) OF THE BROTHERS GRIMM FAIRY TALE COLLECTION (ANALYSIS OF A. J. GREIMAS THEORY)

This study aims to describe the actantial schema and functional structure of the German fairy tale "Die Gänsemagd". The method used in this research is a qualitative descriptive method. This method is used to determine the structure of actantial and functional models in the German fairy tale "Die Gänsemagd (The Goose Girl)" based on A. J. Greimas's theory. The data source in this study is a collection of German fairy tales by Brother Grimm (Deutsche Märchen von den Brüdern Grimm, Hauff, Beschstein und anderen) published by Artia Verlag, Prague in 1986. This study's data covered the unit of fairy tales that materialize in paragraphs, dialogues, and narratives of characters that show various conflicts following the research's objectives. The data were collected using documentation study techniques. Data analysis started by identifying the story's actantial and functional structure by reading the entire story content. After that, the actantial structure is determined by analyzing the characters' actions in the story to find their roles. The actantial structures that are determined are subject, object, opponent, assistant, and receiver. The analysis is continued by compiling a functional model by analyzing the story movement, which is divided into three parts; initial situation, transformation, and final situation. Based on the results of Greimas' narrative analysis of the German fairy tale "Die Gänsemagd," it can be concluded that there are two actantial schemas whose characters have several functions and roles in each schema. The first actantial schema consists of a subject, object, sender, receiver, assistant, with no opponent. Meanwhile, the second actantial schema consists of all the actants, namely, subject, object, sender, receiver, assistant, and opponent. The functional structure found in the story is the initial situation, the transformation (proficiency test stage, the main stage, and the glorious stage), and the final situation.

THE INFLUENCE OF USING SQP2RS (SURVEY, QUESTION, PREDICT, READ, RESPOND, SUMMARIZE) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION

Reading is the foundation that supports the success of academic achievement and hence it should be given top priority. The objective of this study was to find out the influence of using SQP2RS strategy towards students’ reading comprehension. This study was a pre experiment research using one-group pretest – posttest design. The sample of this study consisted of 38 students of XI Science grade of SMA N 2 Ambon, which was selected purposely. The data was collected by using an essay test and analysed statically. The results showed there was a positive and significant influence of using SQP2RS strategy toward students reading comprehension