Students engagement is a critical topic in the discussion of teaching and learning process quality, including at a tertiary level. The goal of this classroom action research is improving English education department engagement in a listening class through magic tricks problem-based activities. This research was conducted at the College of Teacher-Training and Education of Universitas Tanjungpura (FKIP UNTAN), Pontianak – Indonesia, in October-November 2018. The research was conducted in two cycles and the data were collected through participant observation. In three stages of analysis (initial coding, focused coding, and explanation), this research successfully improved the students' engagement. The students’ engagement was improved substantially in the second cycle after the magic trick activities were combined with pair discussion, group discussion, and cross-group discussion. The magic trick problem-based activities was an important factor that could invite the students' intellectual engagement. Whereas, the discussion activities improved the students emotional and behavioral engagement. The creative variation in the discussion stage had improved the students' engagement considerably.

Scaffolding thinking approach is a specific method to facilitate students in determining cause and effect of phenomenon and identifying each cause happen in which assist are given. This research aims to investigate the effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward student`s problem solving ability (PSA) and creativity among second grade student at SMAN 1 Mataram. This research is a quasi experimental with research design is pretest posttest control group. The population in this research are all students of XI Sains with sampling method is purposive sampling. Problem solving ablility measured using PSA test. Meanwhile, creativity measured using verbal and figural test. Problem solving ability and creativity analyzed using t-test separated varians with 5% significant level. The result of hypothesis test for problem solving ability is obtained tcount > ttable and for creativity obtained tcount < ttable. Based on the analysis result, it can be concluded that: (1) there is an effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward the student`s problem solving ability in optical geometry. (2) there is no effect of worksheet assisted causalitic thinking type 2a scaffolding modified approach toward student`s creativity. PENDAHULUAN Dewasa ini perkembangan dunia yang begitu pesat mengharuskan sumber daya manusianya untuk memiliki beberapa keterampilan yang sesuai dengan tuntutan pada abad ke-21. Dikutip dari Global Cities Education Network Report (2012), bahwa terdapat 5 keterampilan yang harus dimiliki oleh siswa pada abad ke-21 yaitu, kreativitas serta inovasi, berpikir kritis (critical thinking), pemecahan masalah (problem solving), pengambilan keputusan (decision making), dan metakognisi. Kemampuan pemecahan masalah sendiri merupakan dasar yang sangat diperlukan bagi siswa untuk menyelesaikan berbagai persoalan yang diberikan oleh guru di sekolah. Terutama persoalan yang berhubungan dengan fisika. Kenyataannya kemampuan pemecahan masalah ini masih menjadi salah satu kendala yang dihadapi oleh kebanyakan siswa. Kurangnya kemampuan pemecahan masalah ini patut diduga disebabkan oleh kurangnya pemahaman siswa akan konsep-konsep fisika. Hal ini diungkapkan oleh Silaban (2014) bahwa adanya hubungan yang positif dan signifikan antara penguasaan konsep dengan kemampuan memecahkan masalah. Dengan kata lain, kemampuan pemecahan masalah yang tinggi akan didapatkan apabila siswa memahami konsep-konsep yang berkaitan dengan pokok bahasan yang dipelajari. Secara garis besar, konsep menjelaskan gambaran suatu peristiwa. Pentingnya seseorang menguasai sutu konsep adalah agar ia mampu berkomunikasi, mengklasifikasikan ide, gagasan atau peristiwa yang dialaminya dalam kehidupan sehari-hari (Suranti et al, 2016). Penguatan pada konsep-konsep fisika untuk mengembangkan kemampuan pemecahan masalah merupakan hal yang penting dalam pokok bahasan optik geometri. Optik geometri sendiri merupakan salah satu cabang fisika dasar tentang cahaya yang pengaplika...

This research, entitled “Correlation Between Vocabulary Mastery and Fluency in Speaking” was carried out to the fifth semester students of English Education Study Program. The population of this research is fifth semester students of English Education Study Program of Teacher Training and Education Faculty at Tanjungpura University with the sample size of 30. The result of data analysis revealed the correlational between both variable from the samples is showing the correlational coefficient (r) value of 0.19. This value showed vocabulary mastery has low correlation with fluency in speaking. The contribution of vocabulary mastery to fluency in speaking is 3.6% which is almost non-existent. The hypothesis was tested by comparing the r value with r table, with the degree of freedom (df = n-2) of 28 and 1% level of significance. The r value (0.19) is lower than r table (0.463). It means, the alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted. With this research done, students should improve their speaking ability and remember more vocabularies to become a more and better speaker. The writer hopes this research may be beneficial to the readers and might resulting in newer research with different aspect and better concepts.

This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.

Pada penelitian kali ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Hybrid Learning menggunakan metode Tutor Sebaya pada siswa kelas XI Teknik Pengelasan SMKS Yabhinka. Pada saat proses penelitian ini menggunakan sample siswa kelas XI Teknik Pengelasan yang terbagi menjadi dua kloter yang menggunakan pembelajaran Hybrid Learning, dan salah satu kelompok ditambahkan dengan Metode Pembelajaran Tutor Sebaya. Desain pembelajaran yang diterapkan yaitu Desain Pembelajaran ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Metode penelitian yang digunakan yaitu metode penelitian kuantitatif dengan teknik observasi terstruktur dan menggunakan teknik analisis data statistik deskriptif. Penelitian ini menggunakan instrumen penilaian Hasil Las dengan menggunakan Lembar hasil Uji Penetrant. Proses Pengambilan Instrumen data dilakukan 1 kali setelah melalui proses pembelajaran 10 Pertemuan. Dalam penelitian ini didapatkan kesimpulan bahwa Metode Tutor Sebaya pada Siswa Kelas XI Teknik Pengelasan SMKS Yabhinka sangat cocok dilakukan pada Model Pembelajaran Hybrid Learning. Hal ini ditunjukkan dengan perbandingan hasil las antara kelompok 1 yang hanya menggunakan Model Pembelajaran Hybrid Learning dan Kelompok 2 dengan menggunakan kolaborasi antara Model Pembelajaran Hybrid Learning dan Metode Pembelajaran Tutor Sebaya. Kelompok 1 yang hanya menggunakan Model Pembelajaran Hybrid Learning tidak ada sample yang mendapatkan kategori diterima. Sedangkan pada sample Kelompok 2 dengan menggunakan kolaborasi antara Model Pembelajaran Hybrid Learning dan Metode Pembelajaran Tutor Sebaya mendapatkan kategori diterima.