Penelitian ini ditulis untuk melihat pengaruh strategi picture word inductive model (PWIM) dan self-efficacy siswa terhadap keterampilan mereka dalam menulis teks deskriptif. Penelitian ini merupakan quasi-experimental dengan rancangan factorial design. Data penelitian ini diambil dari hasil tes keterampilan menulis siswa dan angket self-efficacy. Kemudian, data tersebut dianalisis dengan menggunakan t-test dan Anova dua Arah melalui aplikasi Minitab 14. Hasil penelitian ini menunjukkan strategi PWIM memberikan efek yang signifikan terhadap keterampilan menulis siswa jika dibandingkan dengan strategi listing yang biasa digunakan oleh guru dalam pengajaran menulis. Hasil tersebut memperlihatkan t-hitung sebesar 1,900 yang lebih besar daripada t-tabel yang bernilai 1,684. Kemudian, siswa yang memiliki self-efficacy tinggi yang diajarkan dengan strategi PWIM mempunyai kemampuan yang lebih baik dalam menulis teks deskriptif dibandingkan dengan siswa yang diajarkan dengan strategi listing, dimana t-hitung sebesar 3,160 yang lebih besar daripada t-tabel yang bernilai 1,812. Akan tetapi, siswa yang memiliki self-efficacy rendah yang diajarkan dengan strategi PWIM tidak mempunyai kemampuan yang lebih baik dalam menulis teks deskriptif dibandingkan dengan siswa yang diajarkan dengan strategi listing yang mana t-hitung sebesar 1,730 yang lebih kecil daripada t-tabel yang bernilai 1,812. Selanjutnya, dari hasil penelitian juga ditemukan bahwa tidak ada interaksi antara strategi mengajar dengan self-efficacy terhadap keterampilan menulis siswa dimana F-hitung sebesar 0,08 yang lebih tinggi daripada F-tabel yang bernilai 2,58.

This study was written to see the effect of picture strategy inductive model (PWIM) and student self-efficacy to their skills in writing descriptive text. This research is a quasi-experimental design with factorial design. This research data is taken from the result of student writing skill test and self-efficacy questionnaire. Then, the data were analyzed by using t-test and two-way Anova through Minitab 14 application. The results of this study indicate that PWIM strategy has a significant effect on students' writing skill when compared with listing strategy used by teachers in writing teaching. The result shows a t count of 1,900 which is larger than the t-table that is worth 1.684. Then, students with high self-efficacy taught with the PWIM strategy have a better ability to write descriptive text than students taught with a listing strategy, where t counts are 3.160 which is greater than t-tables of 1.812. However, students with low self-efficacy taught by the PWIM strategy do not have a better ability to write descriptive text than students taught by a listing strategy that t-counts 1.730 smaller than t-tables of 1.812 . Furthermore, from the results of the study also found that there is no interaction between teaching strategies with self-efficacy to the writing skills of students where F-count is 0.08 higher than the F-table is 2.58.

This study is a qualitative study which to know the problems of students’ reading motivation as an implication for reading instruction for improving reading comprehension. The instrument that had been used for this study is questionnaires and literature review was done to give solution for implication in the reading classroom based on theories. For 21 students in junior high school who have been distributed a questionnaire could be found that some students have some problems in reading efficacy and intrinsic motivation (reading work avoidance). Some solutions to solve students’ reading motivation are 1) Sociocultural environment is part of a solution in creating reading motivation in order peer influence happened on it. 2) By viewing locus of control, appropriate book and text determine the reading motivation of the students. 3) Furthermore, the students must be given the freedom to choose the kinds of text that they want to read. 4) reward and punishment can be applied on the reading class to invent students’ reading motivation 5) activating the school library can increase reading interest but must be accompanied by making several programs that support reading activities.

Vocabulary is one of the language aspects that should be mastered by the students in language learning. It has a main role for the students in understanding and applying the four basic skills in language learning. Most of the teachers do not pay attention to the media that they use in gaining students’ vocabulary mastery. This study aimed to find out whether the use of Jeopardy Game affected the students’ vocabulary mastery or not. This study conducted a quasi-experimental design. The population of this study was comprised of 186 students of the second grade of SMAN 1 Bukit Sundi that divided into 6 classes. The instrument of this study was a vocabulary test. The experiment class was taught by using Jeopardy Game, while the control class by using Guessing Game. In conclusion, there were significant differences between students who were taught by using Jeopardy Game and Guessing Game on Second Grade of SMAN 1 Bukit Sundi in 2020/2021 Academic Year

The readiness of grade IX students of SMP in facing the national exam is still not optimal. It can be seen from the obstacles encountered by the students related to the amount of material being studied and the limited time available at school. Furthermore, the students are also still unfamiliar with the UN questions tested due to the lack of practice in discussing UN questions. This problem can be overcomed by providing training to students on the use of reading strategies to be applied in answering English UN questions. The subjects of this service program are grade IX students of SMP Negeri 4 Solok City who will take the national exam. The use of reading strategies is an approach to understand English texts that can be used in solving English UN questions. The method of implementing this service program is carried out through several stages, namely (1) giving try out to assess students' ability to answer UN questions, (2) giving guidance and training in using reading strategies in answering UN questions, and (3) giving final try out as evaluation of the implementation of community service activities. The results of this community service activity showed that students have broad insights on strategies to solve English National Examination questions. Students also become more enthusiastic and active in answering English UN questions. Besides that, students also get information that is very useful in preparing themselves as early as possible to face the national exam. Given the large benefits of community service activities, it is necessary to provide intensive and structured training for grade IX students of SMP on tips and tricks for answering English UN questions easily.