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This study aimed to identify potential challenges of implementing inclusive education practices at X University, Jordan, as perceived by students with disabilities. The study used a qualitative case study methodology by interviewing ten students with sensory and physical disabilities. Semi-structured interviews and descriptive coding strategies were used to collect and analyze the data. The findings identified five themes that represented the main challenges with inclusive educational practices faced by the students with disabilities at the university: physical environment, modifications, personal attitudes, assistive technologies, support, and administrative procedures. This study suggests a set of recommendations that could provide the best inclusive education practices in Jordanian universities.In this contemporary epidemic era, learning media that is easily accessible and engaging to learners is genuinely required. So far, students at PGRI Semarang University and University Teknologi Malaysia have previously been required to apply a compass and ruler to construct flat shapes and spaces, to establish active learning strategies that can encourage students in virtually sketching flat shapes. The ADDIE model was employed in the research, the outcome of this research is a virtual geometry lab. According to student responses, as much as 96 percent agree that the use of virtual media the geometry lab can enhance students' cognitive and spatial abilities.

This research is aimed to identify the types of conversational implicature in the dialogue of characters in The Croods movie and interpret the meaning of each conversational implicatures that found in the dialogue of characters in The Croods movie. In conducting this research, the writer uses descriptive qualitative research as a method to analyze the data. The writer uses the theory proposed by Grice to analyze and interpret the types of conversational implicature occur in The Croods movie. The data in this research are collected by watching the movie and reading the script of the movie, which then selects the dialogues that identified as a conversational implicature. In analyzing the data, the writer uses several steps; First identifying the types of conversational implicature, Second classifying the types of conversational implicature, third describing the meaning of each utterance that is identified as a conversational implicature based on the context of the movie, and last making a conclusion. After analyzing the data, it was found that there were 20 utterances that were identified as conversational implicatures, i.g. generalized conversational implicature and particularized conversational implicature. There were 15 utterances identified as particularized conversational implicatures and 5 utterances identified as generalized conversational implicatures. Which can be percentages, particularized conversational implicature 75% occurred and generalized conversational implicature 15%. It can be concluded that particularized conversational implicature is the most prominent appearing in the movie.

The object of this study is a movie called “Toy Story 4.” The data of this study are the utterance of the main characters of this movie who are Woody and Bo Peep. This study are aimed to find the types of illocutionary act found in the movie based on the theory which belongs Searle , to find the most dominant type of illocutionary act which are performed by the main characters of the movie, and to find the contribution of the result of the study in teaching English. This study utilized descriptive qualitative method. Based the result of the research, it is shown that there are five types of illocutionary acts. From the total 417 utterances which contain illocutionary act, there were 164 utterances belong to assertive, 163 utterances belong to directive, 66 utterance belong to expressive, 23 utterances belong to commissive, and 1 utterance belong to declarative illocutionary act. The dominant type of illocutionary acts which are performed by the main characters of the movie “Toy Story 4” – Woody & Bo Peep – are assertive (39,33 % out of 100%), and directive (39,09% out of 100%). In addition, the result of this research can be contributed as a teaching media in teaching English.

This research aims to identify types of expressive speech acts, to describe the realization and the actual condition used in Billie Eilish interview's in Ellen show. The researcher used descriptive qualitative. The data of this study collected from the interview script. In this research, the data are taken from the dialogue among the Interviewer and Interviewee; this research used document analysis for analyzing the data. The finding showed there were 16 utterances of expressive speech acts, which consisted of 1 expression of apologizing (6,2 %), 1 expression of thanking (6,2 %), 6 expression of congratulating (37,5),1 expression of greeting (6,2%), 1 expression of wishing (6,2%), 5 expression of attitudes (31,2%). The result showed the expressive of congratulating are the most dominant expressive speech act he expressive of congratulating are the most dominant expressive speech act.

This study aimed to determine the effectiveness of myenglishstep.com and Yenni's English content towards students� descriptive writing skills of Higher Order Thinking Skills (HOTS) at SMPN 42 Semarang. In this research, a quasi-experimental study design was used. This was a quantitative study that compares Experimental Group 1 and Experimental Group 2, constructed using myenglishstep.com model treatment and Yenni Dwi Maria's English Content at sumber.belajar.kemdikbud.go.id model therapy, respectively. The sample was taken through a purposive sampling technique. The test was done for both experimental classes. The pre-test was carried out before the treatment in data collection. The present researchers used a t-test of SPSS to test the hypothesis in data analysis. Based on the results of the t-test, it was found sig. (2-tailed) = 0.001 < sig. 0.05. It means there is a significant difference between the pre-test and post-test data (H0 rejected, Ha accepted). It can be concluded that myenglishstep model and Yenni�s content for the seventh-grade students effectively improved students� descriptive writing skills of HOTS.

This paper discusses the interference of phonological and orthographic systems of the mother tongue on phonological fossilisation of English on Foreign Language learners in Javanese contexts. 25 fourth-semester university students were selected as respondents. The data were collected by means of pre-test and post-test on pronouncing isolated words, continuous speeches, and reading aloud on manipulated short text. Contrastive analysis reveals that the phonological fossilisation among Javanese students commonly occurred in continuous speech rather than isolated words when they pronounced vowels /ae/, /ɪ/, /ə/, /ʌ/, /i:/ in initial and middle position; diphthongs /əʊ/, /eɪ/, /aʊ/ in initial and middle; as well as consonants /dʒ/, /ʧ/, /θ/, /ð/, /ʃ/, /v/, /ʒ/, /z/, /k/, /t/ in initial, middle and final ones. The students tended to omit ‘/θ/’,‘/d/ and /t/’in final position, ‘consonant clusters in initial, mid, final position’, and /j/ after plosive bilabial’. Those phonological fossilisations were due to the interference of the phonological and orthographic systems of their mother tongue. Keywords : EFL learners; interference; fossilisation; phonological system; orthographic system

The research aims at describing the implementation of participation rights in early childhood education through educative game tools (Alat Permainan Edukatif: APE) and finding out the problems encountered by the teachers in implementing participation rights through APE. The research type is qualitative research. The subjects of the research were four teachers of early childhood education in Semarang Municipality including play group and kindergarten school which were selected by using purposive sampling. The data were collected by field observation and depth-interview and analyzed in the form of a descriptive qualitative analysis. The results show that some APEs implemented in early childhood education were potentially able to enhance participation rights, but the teachers were not aware on this aspect. They tended to focus on the academic outputs and on fulfilling joyful learning. The main factor was the teachers’ knowledge on the importance of APE for comprehending the participation rights of the child in learning process, including the limited number of APEs created and the flexibility of the APEs available. As participation rights are essential in learner-centered approach, APE as an educational game tool should be created and manipulated to accommodate the rights, including protection and provision rights.&nbsp

The objectives of the study are to find out the ability of the students of MAN 2Pati in who are taught by using Spend-A-Buck in reading report text and those who are not taught by using Spend-A-Buck in reading report text, and to find out if there is any significant difference of the ability of the students between those who are taught by using Spend-A-Buck and not taught by using Spend-A-Buck in reading report text. This research design was quasi-experimental research. The instrument used in collecting the data was reading test, pre-test and post-test. The research was conducted in MAN 2Pati. The samples of this research were two class of the eleventh grade students of MAN2Pati, where XI IPS 4 is as experimental group and XI IPS 3 is as control group. Based on the research findings, the writer found that (1) Spend-A-Buck enhanced students’ ability in readingreport text. Pre-test mean score of experimental class was 70.80 and post-test mean score was 83.07. The increase was 12.27, so it could be concluded that the students’ ability in readingreport text taught by usingSpend-A-Buckwas categorized “good” (2) The writer found that the result of control class pre-test was 70.00 and post-test was 73.47. The students’ ability in readingreport text increased 3.47. It was not too significant and was categorized in “fair” level (3) by using SPSS 16.0 program in the calculation, there was any significant difference of the quality of reading of the students taught by using Spend-A-Buck and those who were not taught by using Spend-A-Buck. It could be seen from the result of t-test (4.566) was higher than t-table (1.699).It answered the problems of this study that there was significant difference in the students’ reading ability taught by using Spend-A-Buck and those who were not taught by using Spend-A-Buck.

Penelitian ini bertujuan untuk mengetahui peningkatan ketrampilan siswa kelas X SMA Negeri 2 Semarang dalam menulis teks deskriptif menggunakan teknik Roundtable. Metode penelitian ini adalah penilitian tindakan kelas. Penelitian ini dilaksanakan di SMA Negeri 2 Semarang. Subjek penelitian ini adalah siswa kelas X MIPA 1 SMA Negeri 2 Semarang yang berjumlah 36 siswa. Penelitian ini dilaksanakan dalam dua siklus. Masing-masing siklus dilaksanakan dalam satu pertemuan. Instrumen pada penelitian ini meliputi lembar observasi dan lembar penilaian tes tertulis. Teknik analisis data dalam penelitian ini mencakup proses tindakan kelas yang dilakukan secara kualitatif dan hasil analis tindakan yang berupa skor secara kuantitatif. Lalu, hasil penelitian ini menunjukkan bahwa persentase nilai hasil belajar pratindakan pada keterampilan menulis teks deskripsi masih rendah. Setelah diterapkannya teknik Roundtable di siklus I, terjadi peningkatan pada persentase hasil belajar siswa dalam menulis teks deskripsi tapi masih dalam kategori cukup. Kemudian, peneliti menerapkan teknik Roundtable di siklus II dengan menambah variasi pembelajaran dan terjadi kenaikan persentase hasil belajar siswa yang cukup tinggi. Hal ini dapat ditunjukkan dengan hasil persentase pratindakan 22% dan pada siklus I menjadi 50% sedangkan pada siklus II menjadi 92%. Dengan demikian, penggunaan teknik Roundtable dapat meningkatkan keterampilan menulis siswa dalam teks deskripsi pada siswa kelas X MIPA 1 SMA N 2 Semarang.

Penelitian ini bertujuan untuk menentukan peningkatkan penguasaan grammar pada materi perfect tense dengan menggunakan teknik dice game pada siswa kelas XI MIPA 6 SMA Negeri 2 Semarang. Penelitian ini merupakan penelitian tindakan kelas. Penelitian ini dilaksanakan di SMA Negeri 2 Semarang. Subjek penelitian ini adalah siswa kelas XI MIPA 6 SMA Negeri 2 Semarang yang berjumlah 36 siswa. Penelitian ini dilaksanakan dalam dua siklus. Masing-masing siklus dilaksanakan dalam tiga pertemuan. Instrumen penelitian yang digunakan meliputi lembar observasi dan lembar penilaian tes tertulis. Teknik analisis data dalam penelitian ini mencakup proses tindakan kelas yang dilakukan secara kualitatif dan hasil analis tindakan yang berupa skor secara kuantitatif. Hasil penelitian ini menunjukkan bahwa skor rata-rata sebelum tindakan pembelajaran dalam materi perfect tense belum memenuhi KKM. Setelah diterapkannya teknik Dice Game dalam pembelajaran perfect tense, hasilnya menunjukkan sebuah peningkatan. Hal tersebut ditunjukkan dengan meningkatnya skor rata-rata tes grammar siswa dari sebelum dan sesudah tindakan. Peningkatan persentase skor sebelum tindakan adalah 36,1%, pada siklus I adalah 88,8% dan pada siklus II menjadi 94,4%. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa penggunaan teknik dice game mampu meningkatkan penguasaan grammar siswa kelas sebelas SMA N 2 Semarang.

MODEL PENGEMBANGAN ALINEA TOPIK WACANA BERITA:KEMAMPUAN 'SUPER CEPAT' MENULIS JURNALISTIK

The purpose of this study is how to enhance cultural awareness for English learners in Indonesia. Culturally, the learners have got accustomed to using Indonesian mind set or Indonesian expression style rather than native English style. The aim of teaching learning language is that learners should have communicative competence. The communicative competence model (Celce-Murcia et al) introduces that the main competence of communicative competence is discourse competence. The discourse competence can be achieved if the learners have socio-cultural competence, linguistic competence and actional competence. It means that teaching English involves not only knowledge of linguistic aspects and speech act or rhetoric aspects but also socio-cultural aspects, certain features and characteristics of the culture. In the teaching learning process, language and culture are considered interconnected. It can be stated that a language is a part of culture and a culture is a part of a language. Language cannot be taught without reference to cultural context. By understanding socio-cultural contexts, learners can encounter the factors of cultural differences. English teachers should acknowledge English expressions to the learners in English cultural contexts. In order to help teacher in assisting learners to overcome cultural problems, some activities recommended are role plays, simulation, games, readings, watching English films, inviting native speaker to attend a classroom, giving assignment to the learners to meet native speaker, and cross cultural gathering with expatriates. Thus, the English learners are expected to be able to use English as a means of communication in various spoken and written English contexts. Moreover, the development of the learners?óÔé¼Ôäó cultural awareness leads them to more critical thinking. The learners are more creative and have a sensitivity of culture in producing English utterances. In other words, the learners should have made efforts how to use English communicatively. Pedagogical implication for teaching English as a foreign language should consider English cultural elements integrated in English teaching-learning activities in order to gain communicative competence. Regardless of different point of views, the aim of this study provides necessary information of cultural awareness for the English teachers and learners and that of teaching learning activities incorporating the target language and its culture. Keywords: ?é?ácultural awareness, communicative competence, socio-cultural competence