This study examined the effect of Cooperative Integrated Reading and Composition (CIRC) and reading motivation on students’ reading ability. The design of the study was the factorial design of experimental research. The research was conducted on one state junior high school in Jepara Municipality under the Ministry of National Education. The independentvariable of this research was teaching strategies which were classified into two; those who used CIRC as the experimental group and those who used conventional teaching strategy as the control group; while reading motivation, as the moderator variable, was classified into high and low motivation. Students’ reading ability was considered as a dependent variable. This research used 68 students as respondents selected through simple random sampling. The research was analyzed by using multifactor analysis of variance (two-way ANOVA). The research reveals that teaching strategies differ significantly from one another in their effect on the students’ reading ability. The students with high motivation perform better in their reading ability than low-motivation students, regardless of the teaching strategy used. Nevertheless, there is no significant interactioneffect of teaching strategy and reading motivation on students’ reading ability. It means that the effect of teaching strategy on the students’ reading ability does not depend on the students’ reading motivation where F-test (3,326) is lower than (<) F-table 3,99. at 0,05 significance level.

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The study aims to determine the extent of the implementation of the English Language Teaching 2013 Curriculum in Indonesia on aspects of planning stage, teaching and learning processes, and teaching assessments. It is a cross-sectional survey which uses quantitative and qualitative approaches. The data are gathered from questionnaire, observation, interview, and documentation. Thirty-four teachers from 12 schools of 91 secondary schools in Jepara Regency, Central Java, Indonesia are selected as the sample in this study. The results showed that the planning stage conducted by teachers was in accordance with the principles of the 2013 curriculum by taking into account the core competencies, basic competencies, graduate competency standards, materials and learning activities, the selection of learning strategies and assessment. The teaching and learning process of the 2013 curriculum in English subject was well implemented. The process was also based on the principles of applicable curriculum by promoting a scientific approach. In addition, in the assessment aspect, the teachers conducted the assessment by referring to graduate competency standards by using authentic approach that assesses the readiness, the process, and the learning outcomes of the students. This indicates that the curriculum has been applied well in schools with different national examination indexes and employment status.

<p>The objective of this study is to develop Role-Playing Game (RPG) application as an alternative media in reading learning. The developed RPG application is based on Cooperative Integrated Reading and Composition (CIRC). The implementation of the developed RPG application is aimed to provide learning materials of reading skill in more attractive way to generate an innovative learning environment in which the students will not be uninterested in the learning process. The study is education research and development (R&amp;D) which consisted of research and information collecting, planning, developing product form, expert validation, product revision, field testing and developing final product.  The subjects are the students and English teachers from one of vocational schools in Pati, Central Java, Indonesia. The instruments of this research are observation, documentation and questionnaire. Using qualitative and quantitative data analysis, the media developed contained some texts and it belonged to good category as the result of validation from material and media experts. After the developed media was used in reading learning, it was found that the students had positive response toward it. Thus, it can be deduced that the RPG application developed can be used as a media in learning process of reading skill.</p>

This study investigated the impact of two teaching strategies of cooperative learning; Teams Games Tournaments (TGT) and Student Team Achievement Divisions (STAD) on reading comprehension achievement of Junior High School students with different reading habits. After 34 students in experimental and control class did a pre-test, they were treated by using TGT and STAD. The students were also assigned into two group reading habits; high and low. The experimental group received treatment of TGT whereas the control group was treated by STAD. Then, a post-test was administered, and its results were analyzed through two-way ANOVA. The results revealed that TGT and STAD are effective in improving students’ reading comprehension where F ratio (28.846) ˃ F table (3.99), but on the other side, students’ reading habit, both high and low, cannot affect students' reading comprehension. It was also concluded that there was no interaction effect between teaching strategies and reading habits on students’ reading comprehension.Keywords: teaching strategies, TGT, STAD, reading habit.