No abstract

In this modern era, people can easily get information from anywhere and anytime. People can also express their opinions and thoughts about a topic, for example about jokes. There are so many genres or types of jokes, one of them is dark jokes. Dark joke is a form of humor involving a twist or joke making the joke seen as offensive, harsh, horrid. Because of that, some people argue that dark jokes should not be used in daily life. The aim of this research is to analyze the students' perception about using dark jokes in daily conversation English Department of Universitas Bandar Lampung and analyze some aspects of perception that affect students' perception about using dark jokes in daily conversation. This research used case study method. The research was done at English Education Study Program Faculty of Teacher Training and Education Universitas Bandar Lampung in all semester. Data gathering was done by doing questionnaire and interview to nine students. The data was analyzed by combining the result from the questionnaire and interview. The results of this research elucidated that they have mix perception towards dark joke and using it in daily conversation. Some of them concur and some of them disagree that dark joke can be used in daily conversation.

This study was conducted to search for Contextual Teaching and Learning model suitable for developing English speaking skill for first-year students of undergraduate study of Teacher Training and Education Faculty of Universitas Bandar Lampung. In teaching speaking, especially for Second Language and Foreign Language Learners, it was assumed that learning speaking by using tailored instructional design model could accelerate student speaking development. The result of this study should construct a model which is suitable for developing English speaking skill in the first year of undergraduate study.

The objectives of this research are to know the techniques used by the teacher in SLB Dharma Bhakti Dharma Pertiwi to teach English for speech impaired students, and to know how the techniques influence the students learning achievement. The research was done at SLB Dharma Bhakti Dharma Pertiwi in tenth and eleventh grade class in speech impaired class that consisted of 7 and 6 students. Data gathering was done by doing observation and interview to two teachers from ten and eleventh class. The results show that both teachers used mixed techniques in teaching English for speech impaired students. The teacher used some techniques like demonstration, repetition, and discussion. Demonstration can be done by showing pictures, using tools and touching the under part of the chin to teach pronunciation. Repetition can be done by repeating the words for many times to make the students remember. Discussion can be done by asking them questions to make the students active in the class. Some techniques were appropriate to improve students learning achievement but, there was a technique also that did not have a big impact in improving students learning achievement. By doing this research, it will help us to determine techniques in teaching speech impaired students. We know which technique that can help us to improve students learning achievement. It will help the students to get a better teaching learning process if we already know how to teach them.