This study was aimed at investigating the collaborative learning effectiveness and contribution toward pre-service English teachers’ (PSETs’) perception conveyed on genre-based writing lectures. The sample was 86 undergraduate pre-service English teachers (PSETs), Tidar University ofMagelang (45 respondents) and Widya Dharma University of Klaten (41 respondents). This study used simple random sampling. Data were collected by means of questionnaire using 5-scaled Likert rating to obtain PSETs’ perception, and then analyzed quantitatively by applying the SPSS program.The findings showed that the highest response toward each category in the perception referred to (1) 41.9% or 36 responses on sometimes toward lecturer’s instruction method; 44.2% or 38 responses on seldom toward learning assessment process; 48.2 or 41 responses on seldom toward lecturer’s assessment mechanism; and 53.5% or 46 responses on sometimes toward lecturer’s instructionevaluation and reflection; and (2) there were 47.4% or 45 responses on sometimes which ranked to the highest response level on group’s performance goals; 48.4% or 46 responses on seldom which engaged PSET’s interpersonal competence; 48.4% or 46 responses on frequent which guided group maintenance; and 41.1% or 39 responses on sometimes toward classroom work.

Recently, the disaster risk reduction program which had been firmly enrolled by the Indonesian government, should have been a major priority and hopefully increased, either in relating with the human resource, technology, regulation. donor society or government intervention itself as the implementation-cares towards the human life. The need of "mainstreaming" disaster risk reduction involved to the scaffolding-by inserting the natural disaster risk consideration to the organization structures and middle-to-long strategic plans, to the nation strategy and policy and the sectoral-base program even to the project design of vulnerable countries to disaster impacts. The efforts of disaster risk mainstreaming should cover an analysis how the risk potency could manage the policy performance, project and program. This analysis should be followed up by taking the necessary actions to reduce the vulnerability, by putting the risk reduction integrally as of the development process and by no means to the goals itself. The disaster would be a marginal thing if the community members had the capability and capacity of anticipating the impacts well. The greater capacity the community members had in managing disasters, the smaller lost impacts infected. The Mount Merapi disaster reduction was done as a dynamic process, integrated and sustainable plans to increase the quality of steps in touch with its handling that included (1) prevention, covered all efforts of disappearing and/ or reducing any threats from disasters; (2) mitigation, covered all efforts of reducing or minimizing the disaster impacts; (3) preparedness, meant any supporting activities which might anticipate the disasters; (4) emergency response, related to the series of activity and providing aids to the survivals immediately in order to handle the damaged impacts; (5) recovery, referred to the process of assisting the survivals in order to redefine the daily roles; and (6) reconstruction, connected to the rebuilding programs of all damaged infrastructures by increasing the condition of life and the community members livelihoods sources better.

This study aims at investigating pre-service English teachers' collaborative learning as reflected in genre-based writing classes. 37 PSETs involved as the experimental group, 43 PSETs participated as the control group. Data collection used observation and questionnaire through the quasi-experimental method. Data were analyzed through the multivariate for GLM model, Wilcoxon Signed-Rank, and qualitative descriptive. The findings showed PSETs' achievement significantly increased (p<.01) after PSETs' collaborative learning was engaged. The paired samples test were M=2.744; SD=1.347 for recount, M=2.767; SD=1.771 for narrative, and M=3.488; SD=1.594 for descriptive paragraphs. The experimental group tests were Z=-5.340; p<.01 for recount, Z=-5.323; p<.01 for narrative, and Z=-5.320; p<.01 for descriptive paragraphs. Preand post-tests fulfilled genres' achievement criteria. Mean increased among those paragraphs (recount=70.51 to 73.26; narrative=71.58 to 74.35, and descriptive=71.07 to 74.56). Another finding indicated 45 respondents positively responded to the collaborative learning practice, whereas 11 respondents had problems with the practice.

This research aimed at investigating the influence of think-pair-share approach on the performance of ninth-grade students’ reading achievement. This classroom action research involved 35 public secondary school students in Pandowoharjo, Sleman, Special Region of Yogyakarta. They were selected by purposive sampling method. Data collection used the naturalistic observation technique and narrative reading text in the selected meetings. After a series of reading activity, a twenty-numbers multiple choice test was given to all respondents. Data were analyzed by using mixed analysis; self-reflective spiral model and descriptive statistics. Think-pair-share stimulated students’ participation and performance in reading, in which it increased the functional communication, discussion, decision taking, and conflict reduction in groups learning. The finding also showed that students’ mean of reading performance was 63,85 in the first cycle and increased to 66,00 in the second cycle. These cyclical outputs fulfill the minimal passing grade criteria. This research concludes that applying think-pair-share as a suitably alternative learning approach that helps the students develop their collaborative skills.

Artikel ini membahas perspektif ekologi kemahiran berbicara dengan merefleksikan pengalaman mahasiswa di jenjang pendidikan tinggi. Artikel ini membahas bagaimana kemampuan berbicara masih menjadi masalah kemampuan produktif dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing. Sejauh ini, kemampuan berbicara dikonseptualisasikan, dilaksanakan, dan diadvokasikan secara bertahap melalui silabuspembelajaran berbasis pengalaman mahasiswa. Hal lain berkaitan dengan interaksi antar bahasa lainnya, termasuk domain psikologis dan sosial di mana pengajaran bahasa dilaksanakan. Makalah ini menyimpulkan bahwa eksplorasi dan implikasi menjadi tujuan dalam meraih kemahiran berbicara.