<p class="abstrak">Learning is interpreted as a process of obtaining behavioral changes as a result of getting knowledge and experience in doing interaction with the environment. The problem found in Islamic Elementery School 1 Pasaman (MIN 1 Pasaman) was the way the teacher tought the students and the teacher never create the innovative environment to make the students to be able to construct their ideas in learning. The teachers were still not familiar with the name and the application of constructive innovative learning models in order to create the fun learning for the students. The situation impacts to the student’s development and achievement during teaching and learning process. It leads the team to do the community service research to the application of constructive - innovative models to improve the quality of teaching and learning in MIN 1 Pasaman. The result of this community service shown that the teachers already able to comprehend the constructive -inovative learning model in teaching and learning process, and the teacher can apply various types of learning model as well as able to design a good lesson plan about constructive and innovative model in the classroom.</p><p class="abstrak"><em>Belajar diartikan sebagai proses perubahan perilaku sebagai hasil dari mendapatkan pengetahuan dan pengalaman dalam melakukan interaksi dengan lingkungan. Masalah yang ditemukan di Madrasah Ibtidaiyah 1 Pasaman (MIN 1 Pasaman) adalah cara guru mengajar siswa dan guru tidak pernah menciptakan lingkungan belajar yang inovatif untuk membuat siswa dapat membangun ide-ide mereka dalam belajar. Para guru masih belum tahu dengan nama dan juga cara menerapkan dengan model pembelajaran konstruktif- inovatif agar pembelajaran menyenangkan bagi siswa. Situasi ini berdampak pada perkembangan dan prestasi siswa selama proses belajar mengajar. Keadaan ini mengarahkan tim untuk melakukan penelitian pengabdian masyarakat pada penerapan model inovatif - konstruktif untuk meningkatkan kualitas pengajaran dan pembelajaran di MIN 1 Pasaman. Hasil pengabdian masyarakat ini menunjukkan bahwa para guru sudah mampu memahami model pembelajaran konstruktif-inovatif dalam proses belajar mengajar, dan guru dapat menerapkan berbagai jenis model pembelajaran yang konstruktif serta mampu merancang rencana pembelajaran yang konstruktif dan inovatif di kelas.</em></p><p class="abstrak"><strong><em>Kata Kunci: </em></strong><em>pembelajaran, konstruktif- innovative, model</em></p>

English is a compulsory subject that must be studied by all students, including students of Islamic Banking. Various efforts have been made by the lecturers so that the learning of English is interesting and attractive to students, including designing learning for the specific purposes (English for Specific Purposes). However, students are still having difficulties and have not had a good output after learning it. In addition, the material provided seemed unattractive to students. It was because of the material provided is not based on students’ needs. This research is a descriptive research by using a qualitative approach to see students' needs for English.The data was taken in the form of qualitative data, the utterances from interviews with respondents. In addition, quantitative data was taken from questionnaires distributed to Islamic Banking students related to the needs analysis of the English syllabus. The questionnaire consisted of learning need which was divided into input, procedure, setting, teacher's role, and learners' role. From the results of the research, it was found that students have their own learning needs for the material taught to them. Their learning needs must be realized in the learning plan in order to the goals of English can be achieved well. Keywords: Learning Need, Need Analysis, ESP

<p align="center"><strong><em>Abstra</em></strong><strong><em>k</em></strong><em></em></p><p><em>Pengelolaan i</em><em>nteraksi kelas selama proses belajar mengajar </em><em> </em><em>di kelas</em><em> sangat penting untuk mencapai tujuan pembelajaran</em><em> bahasa </em><em>I</em><em>nggris</em><em>. Studi pendahuluan menunjukkan bahwa guru masih mendominasi saat berbicara di ruang kelas dibanding para siswa.  T</em><em>ujuan dari penelitian ini adalah untuk menemukan alasan teacher talk masih mendominan dari pada student talk dan untuk mengetahui kategori yang dominat digunakan dikelas berdasarkan kategori FLINT. Desain penelitian ini adalah kualitatif deskriptif. Data didapatkan melalui observasi dan interview. </em><em>D</em><em>ata dianalisis dengan cara menadopsi sistem kategori FLINT</em><em> (</em><em>Classroom Interaction, Foreign Language Interaction</em><em>)</em><em>. Informan dari penelitian ini adalah </em><em> </em><em>guru bahasa </em><em>I</em><em>nggris dan </em><em>para </em><em>siswa</em><em> di</em><em> kelas sepuluh jurusan<strong> </strong></em><strong><em> </em></strong><em>Otomatisasi dan Tata Kelola Perkantoran</em><em> </em><em>(</em><em>Office Automation and Governance) </em><em>di </em><em>Sekolah Menengah Kejuruan Negeri (</em><em>SMKN 2</em><em>)</em><em> Bukittinggi. </em><em>Temuan </em><em>penelitian ini menunjukkan bahwa teacher talk lebih dominant dari</em><em>pada</em><em> </em><em>student talk karena respon dan inisiatif siswa rendah. Siswa berbicara apabila guru mendorong dan menyuruh siswa untuk berbicara, siswa malu unyuk berbicara menggunakan bahasa </em><em>I</em><em>nggris dan siswa takut untuk membuat kesalahan. </em><em>K</em><em>ategori yang dominant </em><em>digunakan guru dalam teacher talk selama aktivitas belajar menagajar di ruang kelas </em><em>berdasarkan </em><em>sistem kategori </em><em>FLINT adalah memberi informasi, memberi arahan, dan memberi pertanyaan.</em><em> D</em><em>isimpulkan bahwa teacher talk </em><em> </em><em>mendominasi </em><em>bentuk interaksi di ruang kelas. Bahkan, meskipun g</em><em>uru</em><em> telah</em><em> melibatkan siswa selama proses belajar mengajar,</em><em> namun </em><em>sebagian siswa masih </em><em>bersikap secara </em><em>pasi</em><em>f</em><em> di</em><em> </em><em>dalam kelas.</em><em></em></p><p align="left"><strong><em>Keywords:</em></strong><em> </em><em>i</em><em>nteraksi kelas, FLINT kategori sistem</em><em>, teacher talk, student talk</em></p><p align="center"><strong>Abstra</strong><strong>ct</strong><em></em></p><p>The classroom interaction management during the teaching and learning process in the classroom is very important to achieve the objectives of learning English. Nevertheless, the preliminary studies indicated that teachers dominate when speaking in the classroom rather than students do. Therefore, the purpose of this research is to find out the reason of English teacher talk is more dominant than students talk and the category which is dominantly used in class based on the FLINT category. The design of this research is descriptive qualitative. The data collected through observation and interviews. FLINT (Classroom Interaction, Foreign Language Interaction) category system was used to analyze the data.  The English teacher and students in the tenth grade majoring in Office Automation and Governance (OAG) at State Vocational School (SMKN 2) Bukittinggi became the informants of the study. It was found that teacher talk was more dominant than students talk because of low student response and initiative. The students speak when the teacher encouraged and got them use the target language. They were being ashamed and afraid to make mistakes in using the target language.  The dominant categories which were found in teacher talk during the teaching and learning process according to the FLINT category system were giving information, giving directions, and asking questions.  It was concluded that it was teacher talk dominated the interaction in the classroom. In fact, even though the teacher has involved students during the teaching and learning process, some students were still passive in the classroom.</p><p><strong>Kata Kunci: </strong>classroom interaction,  FLINT system analysis, teacher talk, student talk</p>

This study was done due to the lack of motivation of students in SMKN Baso to write. One of the media used to increase students’ motivation is blogging. The design of this research was experimental research. The data was obtained through a questionnaire. The populations of this research were the second-grade students at SMKN 1Baso academic years 2019/2020 consisting of 174 students. To determine the sample, the researcher used purposive sampling by choosing two classes, they were XI Perkantoran 1 and XI Perkantoran 2. XI Perkantoran 1 was treated as a control class that applies with conventional media in writing while XI Perkantoran 2 was treated as an experimental class that applies blog in writing. To analyze the data collected, the researcher used the t-test formula to test the hypothesis and consult the result into t-table with level significance α = 0,05. Based on the result of the research, the mean score of the questionnaire after giving the treatment of the experimental class was 72,28 was higher than the mean score of the control class was 65,85. Then it was analyzed by using t-test and the result of t-obtained was 4,47 with the degree of freedom 39 and the level significance α = 0,05. Through comparing the t-obtained (4,47) to t-table (2,042) on the same degree of freedom and level significance, it was found that the value of t-obtained was higher than the value of t-table. Thus the hypothesis (Ha) is accepted which stated using a blog gives a better effect on students’ motivation to write analytical exposition text.

This research was aimed to investigate the effect of think pair square and think pair share strategy on students’ speakingskill of describing things viewed from students’ motivation. This research employed 2 x 2 factorial design and involved the studentsof SMK YPM Zain Pauh Kambar, Padang Pariaman. The samples were chosen by using purposive sampling. The data were gainedthrough speaking test and analysed by using appropriate quantitative methods. The result of the research showed that think pairsquare and think pair share strategy were able to improve students’ speaking skill. There was an interaction between teachingstrategy and students’ motivation of speaking skill. Hence, it can be concluded that these two strategies can be used as alternativestrategies to enhance students’ speaking skill, and that they can enrich students’ experience to do other cooperative learningstrategies.