The Indonesian Second Person Terms of Address Used by Undergraduate Students of Petra Christian University in Social Network Sites and Face-To-Face Interaction Towards Their Intimate and Distant Friends

The study deals with Indonesian second person terms of address used in social network sites and face-to-face interaction. The purpose of the study was to observe the use of Indonesian second person terms of address used by the respondents to address their intimate and distant friends when they communicated in social network sites and face-to-face interaction. The findings showed that there were 7 of 10 categories of Indonesian second person terms of address used by the respondents towards their intimate and distant friends in social network sites and face-to-face interaction. In conclusion, there was no significant difference in the use of the Indonesian second person terms of address used by the respondents in social network sites and face-to-face interaction toward their intimate and distant friend

The Analysis of Two Esl/efl Websites: Englishclub and Activities for Esl Students

This study reviewed two well known ESL/EFL websites namely EnglishClub and Activities for ESL Students using the website evaluation framework proposed by Hasan and Abuelrub (2011). The writers found that Activities for ESL Students met 79.92% of the website evaluation criteria with 211 of the total score; while EnglishClub met 79.54% of the website evaluation criteria with 210 of the total score. Thus there was no significant difference between these two websites. Both EnglishClub and Activities for ESL Students are good for ESL/EFL learner

The Representation of Cultural Content in Global Elementary Coursebook

This study was to find out the types of cultural content source found in the reading and listening texts presented in Global elementary coursebook (2012) and the similarities and differences of the types of cultural content source found in those texts. The data were analyzed using the theory of types of cultural content source proposed by Matsuda (2012). The findings of this study showed that the reading texts met 54.9% of global culture, 35.3% of target culture, and 9.8% of local culture while the listening texts met 72.5% of global culture, 25% of target culture, and 2.5% of local culture. All in all, as proposed by Matsuda (2012), a good coursebook is the one that has multiple sources of cultural content; and Global elementary coursebook fulfills this criterion as it has three types of cultural content source

The Evaluation of When English Rings a Bell (Revised Edition): Teachers' Perspectives

This study was done to find out the teachers` opinions regarding the coursebook, When English Rings A Bell (revised edition), in terms of (1) the coursebook`s language content, (2) the presentation of English skills in the coursebook, and (3) the coursebook`s topic, subject content, and social values. The data of this study was the teachers` written and/or oral answers of the questions used as the evaluation guidelines as proposed by Cunningsworth (1995). The teachers stated that (a) the topics, (b) subjects content, and (c) social and cultural values presented in the coursebook were appropriate to the Indonesian people`s way of life by not differentiating in gender. In addition, although the book provided practices for all English skills, the book should include additional material to support them, for instance, recorded material on a cassette for listening practices. The book did not also include all language contents as proposed by Cuningsworth (1995)

Alien Registration- Cooke, Flora F. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23974/thumbnail.jp

Alien Registration- Cooke, Flora F. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/23974/thumbnail.jp

Implementation Of Drta (Directed Reading Thinking Activity) In Increasing Students' Reading Achievement

Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan terhadap nilai membaca siswa dalam teks naratif sebelum dan setelah diajarkan melalui teknik DRTA dan untuk mengetahui apakah ada peningkatan dari nilai pemahaman membaca siswa dalam teks naratif setelah diajarkan melalui teknik DRTA. Penelitian ini menggunakan pendekatan kuantitatif dan melibatkan kelas XI Lintas Minat 3. Tes pemahaman membaca diberikan untuk mengumpulkan data. Hasil analisis data menunjukan bahwa ada perbedaan dari nilai membaca siswa setelah diajarkan dengan menggunakan teknik DRTA. Hal ini dapat dibuktikan dari adanya peningkatan nilai rata-rata siswa dari pretes ke postes yaitu 65.32 naik menjadi 77.95 dan peningkatannya adalah 12.36. Selain itu uji hipotesis menunjukan t-value lebih tinggi dari t-table (15.111 > 2.080). Oleh sebab itu dapat disimpulkan ada peningkatan yang signifikan dari nilai membaca siswa setelah diajarkan melalui teknik DRTA.The aims of this research were to find out whether there was a difference of students' reading comprehension achievement of narrative text before and after being taught through DRTA technique and to find out whether there was an increase of students' reading comprehension achievement of narrative text after being taught through DRTA technique. Quantitative approach was conducted in class XI LM 3. Reading comprehension test was administered to collect the data. The result of the data analysis showed that there was a difference of students' reading achievement after being taught through DRTA. It could be proven from the increase of students' mean score from pre-test to post-test, which was 65.32 up to 77.95, and the gain was 12.36. Besides, the hypothesis test showed t-value was higher than t-table (15.111>2.080). Therefore, it can be concluded that there was a significant increase of students' reading achievement after being taught through DRTA technique