ABSTRACT

Anyone on earth may at one time or another reflects him or herself in a way he or she feels comfortable—be it as simple as writing up a phrase “Go to Hell with Communism!” on a wall of an old building. In this respect, he or she has reflected him or herself that he or she does not agree with the ideology of communism. The current study investigated to justify that literary works reflect the ‘selves’ of the authors in one or more possible ways. A poet may, to reflect him or herself, be characterized as employing particular styles or diction. A novelist may try to involve in one of the characters he or she has developed in order to reflect him or herself. In this study, a novel entitled “Pride and Prejudice” by Jane Austen (1813) was investigated to justify that the author (Austen) reflected herself in one of the characters in the novel. The findings reveal that Austen tried to manifest herself in one of the characters called ‘Elizabeth Bennet’ in three different ways: (1) how she behaved in her family (loving all family members, especially being close to her father), (2) how she spent most of the time—reading to broaden the horizon of thinking. As a result, she could (3) skillfully negotiate with other people through their positive sides. The study concludes that everyone, of whatever professions he or she has, will reflect him or herself in a way he or she may not realize.

This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling

This conceptual paper, presents about the result of discussion regarding students-centered learning improves students’ cognitive ability. SCL improves skills  by  developing  cognitive  ability  lies  within  them  as  the  first  basic  skill. It is important for students to have adequate cognitive abilities to keep up the materials which are being taught by teachers. Therefore, this paper will explain about cognitive ability. Cognitive ability which is affecting on learning process, has made some teachers struggle to seek a way how to improve it. There are few methods that have been chosen thoroughly for developing cognitive abilities on students. First is about developing thinking that refers mainly to how students think effectively and creatively. Second is about cooperative learning that refers to how students cooperate or work with other and effect of partners in learning process. Third is about learners’responsibility that has correlation with students’ responsible which affects on objectives of learning. Keywords: Students-Centered Learning, Cognitive Ability, Developing ThinkingSkill, Cooperative Learning, Learners’Responsibility.

The purpose of this study was to investigate how students perceive about guided writing as a means of learning descriptive text. Descriptive quantitative method was employed, and a questionnaire served as the data collection tool. Seventy ninth graders from one school in Central Java made up the study's sample. The questionnaire has 16 questions broken down into 4 categories: the effectiveness of the timing, the easiness of using correct spelling, the support from the teacher, the benefits of guided writing. The data analysis showed that students had a favorable impression of guided writing. It also demonstrated the usefulness of guided writing as a teaching method for writing a descriptive text.