Berbicara merupakan keterampilan yang penting karena diasumsikan bahwa inilah cara pembicara menyampaikan pikiran dan perasaan mereka. Hasil pre-test menunjukkan bahwa sebagian besar siswa kelas VIII C di SMPN 2 Kuta tahun akademik 2019/2020 menghadapi masalah dalam berbicara. Selain itu, mereka mengalami kesulitan dalam kelancaran berbicara, pemahaman, dan tata bahasa. Disamping itu, tujuan dari penelitian ini adalah untuk mengetahui apakah keterampilan berbicara siswa kelas 8 di SMPN 2 Kuta tahun akademik 2019/2020 dapat ditingkatkan melalui penerapan four corners with picture. Jadi, untuk mencapai studi objektif, peneliti mengadakan penelitian tindakan kelas. Penelitian diselesaikan dalam dua siklus dan setiap siklus terdiri dari 2 sesi. Intrumen penelitian diberikan untuk mengumpulkan data yang dibutuhkan. Data yang di dapatkan di analisis dengan membandingkan hasil dari pre-test dan post-test yang menunjukkan adanya peningkatan yang signifikan dari skor rata-rata subjek pada pre-test ke post-test. Sebagai data pendukung, kuesioner juga diberikan pada siklus terakhir dan hasilnya menunjukkan tanggapan positif pada implementasi dari four corners with picture dalam meningatkan keterampilan berbicara. Berdasarkan hasil pre-test, post-test dan kuesioner, dapat disimpulkan bahwa keterampilan berbicara siswa kelas 8 di SMPN 2 Kuta tahun akademik 2019/2020 dapat ditingkatkan melalui four corners with picture.

The study aimed at improving the students’ reading comprehension by implementing Modified Collaborative Strategic Reading (MCSR) technique. The subject was grade eleven students of SMA (SLUA) Saraswati 1 Denpasar, in which the amount was thirty students. There were two cycles (eight meetings), in this Classroom based Action Research. There were three instruments used: test, questionnaire, and diary. From the result of the post-test and analyzed questionnaire, it is shown that there is an increase in every meeting. This can be concluded that MCSR is effective in improving the students’ reading comprehension.

Four corners with picture series merupakan salah satu teknik yang diyakini dapat meningkatkan keterampilan berbicara siswa dalam menceritakan kembali cerita bergenre recount. Oleh karena itu, peneliti melakukan penelitian ini untuk mengetahui apakah keterampilan berbicara siswa semester tiga Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mahasaraswati Denpasar dapat ditingkatkan melalui teknik four corners with picture series. PenelitianTindakan Kelas digunakan sebagai desain penelitian dalam penelitian ini. Penelitian dilakukan dalam dua siklus. Pengumpulan data dilakukan dengan pre-test, post-test, dan kuesioner sebagai instrument penelitian. Dengan membandingkan hasil pre-tes dan post-tes menunjuk kan ada peningkatan yang signifikan dari nilai rata-rata subjek dari pre-teske post-tes. Hasil angket juga menunjukkan respon positif atas penerapan four corners with picture series dalam meningkatkan keterampilan berbicara. Berdasarkan hasil pre-test, post-test dan angket, dapat disimpulkan bahwa keterampilan berbicara mahasiswa semester III Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Mahasaraswati Denpasar dapat ditingkatkan melalui teknik four corners with picture series.

The study investigated whether, and how, Communicative Language Teaching Approaches (CLTA) significantly influenced students’ academic emotions and achievement in self-directed distance learning. The participants were 76 university students in Denpasar. The data were collected through exam results and two questionnaires. Questionnaire A measured students’ learning intentions, self-encouragement, and motivation, while questionnaire B was the DASS 21. Pearson Correlation was used to analyze the effect of CLTA on student learning intention and performance, and their perception of depression, anxiety, and stress. Descriptive analysis was also performed to examine the students’ levels of negative emotions toward their academic experience. The quantitative results showed a significantly positive correlation between lecturers’ content-based instruction (CBI) and learning intention, rob (0.536) rcv (0.226); lecturers’ communicative language teaching (CLT) correlated positively with learning encouragement, rob (0.655) rcv (0.226); and lecturers’ task-based language teaching (TBLT) correlated positively with motivation, rob (0.671) rcv (0.226). This means that the CLTA strategy strongly and positively encouraged students to study and decreased the students' experiences of negative emotions. The study revealed that the more intensively the CLTA is applied, the fewer students feel depressed, and the better the students’ achievement is. The study suggests that CLTA activates affective, cognitive, and conative norms even in online learning environments.

<p>Every era pushes people to have skills that can be used to support their life in that era. In this era, in this 21st century, people are also pushed to have minimum main four skills to support their life, such as communication skill, collaboration skill, critical thingking skill, and  ceative and inovative skill. One skill that should be developed in this era is communication skill. To communicate well, people need to have good listening skill. This skill should be exercised start from early age, for example elementary school. To make students mastering listening skill in communicative atmosphere, teachers need appropriate technique, such as dictogloss. Furthermore, this article will discuss about how to apply dictogloss in elementary school.</p>