Penelitian ini dilakukan pada siswa semester kedua di STKIP Siliwangi. Kampus ini terletak di jl.Terusan Jenderal Sudirman no.3, Baros Cimahi Tengah, Jawa Barat. Keterampilan menulis penting, itu tidak mendapatkan cukup perhatian dan alokasi waktu yang tepat dalam proses belajar mengajar. Salah satu teknik yang dapat digunakan dalam pengajaran menulis adalah TPS. Tujuan jangka panjang dari penelitian ini adalah untuk menghasilkan teori belajar yang dapat diterapkan tanpa mengubah peran dosen, tetapi dapat mengoptimalkan kreativitas siswa. target yang spesifik untuk dicapai dalam penelitian ini adalah untuk membuktikan metode TPS untuk meningkatkan kreativitas menulis siswa. Output yang dibutuhkan dari penelitian ini sebagai publikasi ilmiah di jurnal lokal yang memiliki ISSN. Para peneliti mengidentifikasi beberapa masalah, seperti: 1) Apakah mengajar menulis menggunakan TPS meningkatkan kreativitas menulis siswa ?, 2) Bagaimana proses belajar mengajar situasi ketika TPS dilaksanakan di kelas menulis? Desain penelitian ini adalah Penelitian Tindakan Kelas (PTK). Dari hasil pre-test, kami menemukan bahwa hasil menulis siswa berada di bawah rata-rata dan masih jauh dari apa yang diharapkan. Temuan ini didukung oleh hasil skor menulis siswa. Skor rata-rata dari pre test adalah 56,09. Setelah pelaksanaan kegiatan TPS di setiap siklus, skor menulis siswa mendapatkan yang lebih baik. Hal ini dapat dilihat dari hasil rata skor siswa Siklus 1 adalah 65,80 dan siklus 2 adalah 80,25. Dapat disimpulkan bahwa TPS dapat meningkatkan kreativitas menulis siswa dan TPS dapat meningkatkan menulis kelas ke dalam situasi yang lebih baik.

Language has central role on intellectual development, social, and emotional students to supported success student and learn all of lessons. Literacy level are performation, functional, informational, and epistemic. Performative level means students able to read, to write, to listen, and to speak using symbols. Reading habit refers to the automatic process as the readers read the textual material and deriving meaning unconsciously. A good reading habit is important for the development of personalities and mental capacities. Students reading habit plays an important role in pronunciation mastery. This research used the correlation research. The objectives of the study is to reveal correlation between students’ reading habit and their pronunciation ability at second grade students of IKIP Siliwangi. The finding was supported by the result of students’ scores. The minimum score of habit is 71 and 65 for pronunciation ability. The maximum score of reading habit is 109 and 92 for pronunciation ability. The mean of reading habit is 92.60 and 78.73 for pronunciation ability. Standard deviation of reading habit is 8.85 and 6.31 for pronunciation ability. The researcher finds that the Pearson Product Moment of both variable is 0.373. It means that the correlation between students’ reading habit in English and their pronunciation ability was in low correlation because in the range of 0.20-0.40. From the result of the statistical calculation, it can be synthesized that Null Hypothesis (Ho) is rejected. The researcher concluded that there is the correlation between students’ reading habit and their pronunciation ability. Keywords: Reading habit, Pronunciation, Correlation

English is a subject in Indonesian school that learned from junior high school until the universities. Therefore one of importance basic aspects and skills in learning English for students is to understand avariety of English vocabulary. In learning English, vocabulary plays an important role, it means vocabulary is the basic one to mastering all English Skill. This research intended to students at seventh grade of Madrasah Tsanawiyah (MTs) in Cimahi. And this study aims to determine the benefits of Color Coding technique in improving the ability of English vocabulary. Color Coding is a method that can be used in teaching vocabulary, one of the use of color is to identifying something, it can make the student easy in their learning vocabulary process. The design of this research is Classroom Action Research (CAR). The researcher employed qualitative research design and pre experimental pretest-posttest. Thedata were collected from the result of pretest and posttets. The result of the data showed: Mean of pretest was 63.00, mean of posttest was 82.00, The result also show the score of t-observed was higher than ttable (2.08 > 1.72). It means color coding is effective to improve students’ vocabulary ability.Keywords: Vocabulary, Color Coding Technique, CAR

Writing is one of important skill in English subject beside the other skills. To improve the students’ writing skill, we have to know what strategy is the most suitable for the students’. This research used Classroom Action Research. The research was on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. The population of this research was the Seventh Grade Students of SMP Pandu Nusantara in the academic year of 2018/2019 which consisted of 30 students. The average score of pretest was 45. After the implementation of brainswriting strategy in every cycle, the students’ writing skill score were getting better. It can be seen from the research of students’ average score Cycle 1 was 50 and Cycle was 71. It can be concluded that brainswriting strategy can improve students’ writing skill and improve writing classroom into a better situation.

Reading is a complex process that involves generation and getting information, analyzingmeaning, and making any decision about content.To improve the students’ learning interesttoward reading skill, the lecturer need to know how to teach reading effectively, and whatinstructional materials is the most suitable for their students. Output required of this research asa scientific publication in local journal that have ISSN. The researchers identify some problems,such as: 1) Doesteaching reading using Authentic Material improve the students’ readinginterest?, 2) How is the teaching and learning situation when Authentic Material implemented inthe reading class?. From the result of pre-test, we found that the result of students’ reading wasunder average and still far from what was expected.The finding was supported by the result ofstudents’ reading scores. The average score of pre test was 60.57. After the implementation ofAuthentic Material in every cycle, the students’ reading score were getting better. It can be seenfrom the result of students’ average score Cycle 1 was 64.00 and Cycle 2 was 80.87. It can beconcluded that Authentic Material can improve students’ reading interest and AuthenticMaterial can improve reading classroom into a better situation. Keywords: Authentic Material, Reading Interest, CAR