Pengajar bahasa Inggris mencari berbagai cara agar tenses Bahasa Inggris lebih mudah dipelajari oleh siswa. Metode pengajaran yang baik dengan media yang baik akan memicu motivasi siswa untuk belajar bahasa Inggris. Salah satu metode yang telah diuji dalam penelitian pengajaran bahasa Inggris adalah metode Silent Way. Metode ini biasanya menggunakan Fidel Chart, Word Chart dan Rod. Namun dalam penelitian pada artikel ini media tersebut diganti dengan menggunakan Lego. Tujuan dari penelitian adalah untuk mengetahui persepsi pembelajar bahasa Inggris terhadap penggunaan Lego sebagai media pembelajaran Simple Present Tense. Dalam penelitian tersebut, pembelajar EFL dengan rentang usia 14 tahun sampai 17 tahun yang menjalani kursus Bahasa Inggris semi privat dan kelompok di daerah Kuta Utara mengisi angket untuk memberikan persepsi mereka tentang proses pembelajaran dengan Lego. Persepsi siswa tentang pembelajaran Simple Present Tense menggunakan Lego diperoleh dengan pemberian angket dengan pernyataan tertutup menggunakan skala Likert. Hasil penelitian menunjukkan bahwa sebanyak 80% siswa merasa sangat setuju dengan penerapan lego dalam proses pembelajaran simple present tense, 20% siswa merasa setuju,  0% ragu-ragu, 0% tidak setuju dan 0% sangat tidak setuju terhadap penggunaan media lego dalam proses pembelajaran simple present tense. Oleh sebab itu, dapat disimpulkan bahwa siswa memberikan persepsi positif terhadap penerapan Lego sebagai media pembelajaran Simple Present Tense.

Presentations that consist of many sentences, causing students to be unable to develop their use of language. They prefer to read rather than to explain the material by using their own words. This will affect the students' speaking skills. Therefore, this study discusses the students' language used in a presentation by using mind mapping. By using a mind mapping strategy, students are not able to write down all the sentences they present. They only write down the important points of the material so they have to try to make their sentences to explain their material. This research was conducted in two cycles. The data obtained were analyzed based on the theory of surface strategy taxonomy and it was explained descriptively qualitatively. The results showed that the grammatical errors made by students in their presentations using the mind mapping strategy were in the category of omission, addition, misformation and misordering.Keywords: Mind mapping; speaking skill; surface strategy taxonomy

The mastery of vocabulary will give impact to someone’s language skill. It becomes a very important part because language will always use the vocabulary. In Indonesia, learning English vocabulary has begun at an early age. This process becomes ineffective for the learners because they are only requested to take note and memorize the vocabulary without having opportunity to understand that some words are related to one another. Therefore, this study was designed to determine student learning outcomes in understanding English vocabulary in the theme of description by using semantic features strategy with the help of picture media. The respondents of this research were 12-13 years old students at BSD course in Badung Regency. The data in this study were quantitative data obtained from the score of descriptive text. The result of this study showed the increasing of students’ ability in writing descriptive text after learning English vocabulary in the theme of description by using semantic features strategy with the help of picture mediaKeywords: vocabulary, semantic features, picture media, descriptive textABSTRAKKemampuan berbahasa seseorang salah satunya bergantung pada penguasaan kosakata. Kosakata menjadi bagian yang sangat penting karena semua kegiatan kebahasaan akan selalu menggunakan kosakata di dalamnya. Pembelajaran kosakata Bahasa Inggris di Indonesia sudah dimulai sejak usia dini. Pembelajaran kosakata pada anak-anak menjadi tidak efektif karena siswa hanya diajak untuk mencatat dan menghafal makna kata tersebut tanpa memiliki kesempatan untuk mengetahui bahwa beberapa kata memiliki keterkaitan satu sama lain. Oleh sebab itu, penelitian ini dirancang untuk mengetahui hasil belajar siswa dalam memahami kosakata Bahasa Inggris dalam tema description menggunakan strategi fitur semantis dengan bantuan media gambar. Penelitian ini mengambil responden siswa usia 12-13 tahun pada Bimbel BSD di Kabupaten Badung. Data dalam penelitian ini berupa data kuantitatif yang diperoleh dari teks deskripsi yang dibuat siswa. Hasil dari penelitian ini menujukkan bahwa terjadi peningkatan kemampuan siswa dalam pada teks deskripsi setelah belajar kosakata Bahasa Inggris dalam tema description menggunakan strategi fitur semantis dengan bantuan media gambar.Kata kunci: Kosakata, fitur-fitur semantis, media gambar, teks deskripsi

The study was conducted to analyze the quality of the 2019 English Matriculation objective test for which the quality was not known. This research is quantitative descriptive. This test was followed by 768 students. The research determined by a simple random sampling technique. The percentage of leeway for accuracy is 10% so that the number of samples specified is 90 respondents. The data collection technique in this research is documentation. The analysis technique in this study was carried out by testing the validity, reliability, level of difficulty, distinguishing power, and deceitful effectiveness so that it can be used to describe the quality of the English Matriculation test. The research results obtained in this matter were good, there were only 1 item (2%), 22 items needed to be repaired (44%), and 27 items (54%) were eliminated / removed. The preparation of the English Matriculation test was conducted through a focus group discussion. Evaluation of English matriculation questions should be carried out periodically in order to provide an overview of the quality of the questions. The items that have failed should not be used anymore, and the revised questions should be corrected by looking at the indicators of the cause of the failure. Increasing competency in writing questions can be done by participating in item analysis training or through tutorials on electronic media.Keywords: objective test; test analysis; test quality