The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring ELT students, Faculty Education, and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of fortythree students; ten male and there are thirty-three female ones. First of all, metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In other words, metacognitive strategies are steps take for improving their language performances. Based on the MARSI (Metacognitive Awareness of Reading Inventory) questionnaire, three categories are being scored in metacognitive strategies. They are global reading strategies, problem-solving strategies, and support reading strategies. The result shows that academic learners mostly apply problem-solving strategies, followed by global reading strategies, and support reading strategies.

This paper evokes efforts to increase teacher competency in the madrasa through classroom action research. In delivering knowledge, not only can it be done in the classroom, but it can also be done outside the classroom. Scientific work is also a professional value of a teacher, because the activity of writing scientific work supports the teaching profession, both in the learning and teaching process or in discussing to solve certain problems proposed. The problems identified in this community service program are: the teachers' knowledge and understanding of Classroom Action Research is still lacking, the teacher's experience in classroom action research is still lacking, the experience of preparing proposals is still lacking, and culture in research activities in the school environment is still lacking. The results obtained through this activity are there is an increase in the understanding of subject teachers in the implementation of Classroom Action Research, an increase in the ability of subject teachers in preparing proposals for Classroom Action Research at SMPIT Assalamah Ungaran and an increase in the ability of subject teachers in conducting Classroom Action Research.Abstrak: Tulisan ini mengunkap upaya peningkatan kompetensi guru di madrasah melalui penelitian tindakan kelas. Karya tulis ilmiah tidak hanya dapat dinikmati oleh peserta didik, tetapi juga oleh masyarakat luas. Karya ilmiah juga merupakan nilai profesionalisme dari seorang guru, karena kegiatan menulis karya ilmiah mendukung profesi guru, baik dalam proses belajar dan mengajar ataupun dalam berdiskusi untuk memecahkan masalah tertentu yang diajukan. Permasalahan yang diidentifkasi pada program pengabdian kepada masyarakat ini adalah: pengetahuan dan pemahaman para guru tentang Penelitian Tindakan Kelas masih kurang, pengalaman guru dalam hal penelitian tindakan kelas masih kurang, pengalaman menyusun proposal masih kurang, dan budaya dalam hal kegiatan penelitian di lingkungan sekolah masih kurang. Hasil yang diperoleh melalui kegiatan ini yaitu terdapat peningkatan pemahaman para guru mapel disekolah dalam pelaksanaan Penelitian Tindakan Kelas, peningkatan kemampuan para guru mapel dalam menyusun proposal Penelitian Tindakan Kelas di SMPIT Assalamah Ungaran dan terdapat peningkatan kemampuan para guru mapel dalam melaksanakan Penelitian Tindakan Kelas.

This study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the "The Message" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4).

This paper tries to define any impact of structural competence towards speaking competence. In this research, the writer used descriptive co-relational method. It was used to describe whether there was an impact between two variables, i.e. structural competence (X) as independent variable and speaking competence (Y) as dependent variable. The subject of study was the fourth semester students of English department of Tarbiyah Faculty IAIN Walisongo Semarang. After the data had been analyzed, it was found that there was significant impact of structural competence especially in appropriateness. It helped students to arrange words into sentences that they utter.  Keywords :Structural Competence; Speaking Competence

This research is aimed at knowing kinds of learning preferences the students intend most and types of learners'characteristics appear in ELT classrooms.This research was conducted through qualitative approach. The data are collected questionnaires, documentation, and observation.The result of this study shows that students of ELT program at UIN Walisongo Semarang tend to study by various kinds of learning. Among students of 2A, 11.2% are visual students, 16.02% are audio-lingual, 5% are kinesthetic and the rest 14.11% are others, would use multimedia which available in the classroom. Whereas, students of 2B show that 13% of them are visual learners, 11% are audiolingual learners, 6.72% are kinesthetics and the rest 13,72% are others. Students of 2C, 12% of them are visual learners, 11.17% are audiolingual, 7.25% are kinesthetics and the rest 14% are others. Muhammad Nafi Annury IntroductionIn this modern era, the implementation of learning style approach in the classrooms is crucial. Lots of researchers have regularly identified aspects of learning and created new terms and instruments, which are no doubt an indication of the complexity of the learning process. As others build on and modify that "field" becomes wider and less focused, the results of the research are more confusing for teachers and students to apply. A valid and reliable information of learning styles in classroom makes students' profiles more clearly defined. Students might be stereotyped or pigeonhole themselves thus limitting their learning potential and success.Teacher must approach learning styles cautiously, which are not a panacea. Becoming aware of learning and teaching styles prepare teachers for the better multicultural classroom. In addition, raising students' awareness to the advantages and the disadvantages of learning styles makes students not only more prepared for learning but also more analytic about learning styles.Another problem faced by teachers is the difficulty of being all things to all students. For example, if we expect teachers to be sensitive about the students' learning styles. To solve this problem is preparing students to be administered and involved in any situation of teaching-learning process.