This research is aimed to know how the students make the presentation in the classroom. This research wants to explore the students‟ difficulties in presenting the material. The research was conducted at Unswagati Cirebon toward fifth semester of A and B class. This research uses descriptive qualitative approach and use observation, and questionnaire as instruments in collecting data. Then the result of this research is presented descriptively. The findings of this research show that most of the students give good criteria in make presentation in the classroom, they can deliver the presentation well. The difficulties that faced by the student when presenting the material consist of: the students bring note when they presenting the material, they often fidgeting, jiggling or swaying when they deliver the presentation, the student stiff when deliver the presentation and it makes presentation tedious, and they end the presentation with an inspiration deficit.

This research was an attempt to reveal the impacts of TSLT implementation on the student empowerment. Through a descriptive study, questionnaires and interview were used to collect the data involving 289 students. Frymier, Shulman, & Houser's (1996) psychological empowerment measurement scale was utilized as the instrument of the questionnaire containing three psychological dimensions: impact, meaningfulness, and competence. The results of the questionnaires show that impact had 51.92 % positively response; meaningfulness received 86.17 % responses; and competence perceived 77.55 % responses. The perceived score of the impact indicates students felt less degree to make difference in the classroom. The score of the meaningfulness means that students perceived their English learning is interesting and valuable. The score of the competence means students felt qualified and capable in performing their tasks. The findings of the interview suggest that students-teacher classroom interaction and small group tasks become interesting issues for promoting student empowerment. At the end of the part of the paper, instructional implications are also discussed.

Reading skill has its own modes; two of them are reading aloud and silent reading. Reading aloud and silent reading modes are interrelated with each other and affecting students' reading comprehension competence. The most EFL students’ common problems in the school is they do not know the appropriate techniques or modes applied in reading comprehension, therefore their reading comprehension results cannot be maximized. The researcher used quantitative research method and comparative study research design in conducting the research process. By using Reading Comprehension Test and interview, researcher collecting all the data in order to find deep information about how Indonesian EFL learners’ reading comprehension are through silent reading and reading aloud, its significance, and the factors that influence students’ reading comprehension score. The researcher took the samples in 34 students who divided into two groups; 17 students for silent group and 17 students for aloud group. The findings of this quantitative research indicated that there is no significance difference between reading aloud and silent reading regarding to Indonesian EFL learners reading comprehension competence and Reading Comprehension Factor (RCF) as the most factor that influence students’ reading comprehension score in silent group, while Reading Factor other than Comprehension (RFOC) as the most factor that influence students’ reading comprehension score in aloud group.

This article provides comprehensive explanation about several models of grammar. The first model of grammar which is explained is considered from the functional grammar and associated with the American linguist Noam Chomsky that is Transformational Grammar. This model of grammar is consisted of three components they are phrase structure rule, the lexicon, and transformation. The second model of grammar which is explained in this article is Minimalist Grammar. This article also compares her understanding in two models of grammar they are Transformational Grammar and Minimalist Grammar.

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