Class Wide Peer Tutoring (CWPT) Strategy is chosen to be applied in order to develop the teacher’s strategy in teaching learning process especially Narrative Text. The objective of the research is to examine whether or not Class Wide Peer Tutoring (CWPT) Strategy can improve students’ Reading Comprehension of grade eight students of SMP 1 Sungai Rumbai Dharmasraya. Besides, the researcher is also designed to study what happens when Class Wide Peer Tutoring (CWPT) Strategy applied.To get the data in this research, the researcher used test as an instrument. The researcher gave them multiple choice, to know how well the students already mastered reading comprehension on narrative text. The data of the research were collected in three steps as stated, Pre-test. The researcher gave pret-test to the control and experimental groups in order to know students reading comprehension level and to cover students score in mastering reading comprehension. Than treatment, The researcher prepared materials by giving treatment using CWPT in teaching narrative text for experimental group focused on reading comprehension and Questioning strategy for control group in order to compare both of the strategy given. The last Post-test. The researcher gave post-test to experimental group and control group after giving the treatment. After gathering the data, the researcher analyzed the students’ result by using a statistical formula which is called t-test. The researcher calculated the significant differences for Class Wide Peer Tutoring. By using CWPT strategy the teacher can increase students ability in reading comprehensin. The finding reveal that Class Wide Peer Tutoring (CWPT) strategy can improve students’ reading comprehension, where students work in pair, help each other to accomplish individual and pair task. Furthermore, in CWPT strategy the teacher guides the students in pair activities, provides feedback on pair fuctioning and intervenes when necessary. Class Wide Peer Tutoring (CWPT)  Strategy as used in this research gave good Impact to students’ Reading Comprehension, especially in narrative text of SMP 1 Grade Eight students Sungai Rumbai Dharmasraya. The use of this strategy helped the students comprehend the text, made the students participate actively in the learning process, gave good response during pairing activity, and provided fun which facilitated more learning.

This research explore the Effectiveness of “thieves” Strategy Towards Students’ Reading Comprehension at the Eleventh Grade of SMAN 19 Tebo. The problems of this research are students lack of vocabulary, students did not have good motivation in reading text and the students have difficulty in comprehending texts. The purpose of the research is to know the effectiveness of THIEVES strategy towards students’ reading comprehension at the eleventh grade of SMAN 19 Tebo. This research focus on the quantitative research. The population in this study all 11 grades at SMAN 19 Tebo. In this study, the total population is 29, consist of class 11 IPS and 11 MIPA. Then, the sample in this study 11 IPS and II MIPA. Based on practical teaching English at SMAN 19 Tebo, the researcher find some problems in the class. Therefore the researcher applies strategy in reading, with this strategy students learn the THIEVES strategy before students read the text. The research findings indicate that the use of THIEVES strategy was able to improve the students’ reading comprehension. The conclusions of this research is supported by the post-test results of students’ reading comprehension at the eleventh grade students of SMAN 19 Tebo. The mean post-test experimental class is 78.75 and in the control class is 71.69. The differerence score between experimental class and control class was 7.06. The researcher find a positive impact on the experimental class. It means that students’ reading comprehension in experimental class was significantly improve and there is significantly different effect between experimental class and control class which teach by using THIEVES and without THIEVES. It indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It presents that the THIEVES strategy give a significant effect on students’ reading comprehension of report text.

There are many aspects discussed in English Grammar, one of them is passive voice, researcher more concerns about passive voice because it is almost used in every formal situatuin such as formal invitation letter, announcement, narrative text, analytical text.etc (1) background or research purpose is that the students still have problems in constructing passive voice, the method used in this research is qualitative method there are many errors that still found by the writer in this paper, the author found the commonest errors made by the students were the errors of misformation which take up 108 errors or 57%. It is followed by errors in omission with percentage 23%, and errors in misordering with percentage 20%. Keywords: Example: Android, Disruption Era, Instructional Media (3-5 words or phrases)

Strategi guru dilakukan untuk tercapainya suatu proses pembelajaran yang telah di rencanakan. Minat baca pada peserta didik tidak bisa tumbuh dengan sendirinya, akan tetapi membutuhkan peranan orang lain dalam menumbuhkan minat baca. Penelitian ini bertujuan untuk menganalisis adakah strategi guru kelas IV C SD Negeri 102/II Sungai Kerjan dalam menumbuhkan minat baca peserta didik pada masa belajar jarak jauh di era covid-19. Jenis penelitian ini penelitian kualitatif yaitu penelitian yang bersifat deskriptif dan cenderung menggunakan analisis berupa kata-kata seseorang, tulisan, atau lisan tentang perilaku seseorang yang dapat diamati. Pengumpulan data dilakukan dengan cara mewawancarai guru wali kelas IV C. Teknik pengumpulan data penelitian dengan melakukan observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa guru wali kelas IV C memiliki strategi dalam menumbuhkan minat baca peserta didik yaitu dengan cara memberi tugas membaca, memberi bahan bacaan yang menarik, memotivasi peserta didik, memberikan instruksi dengan jelas, memanfaatkan pojok baca, memberikan reward untuk menambah semangat peserta didik membaca dan bekerjasama dengan orang tua.

This research is written to develop English Computer Module based on Constructivism for Informatics Engineering Students. In Informatics Engineering department, graduates are expected to have an ability to speak English in order to compete in their job profession. Therefore, it is considered necessary to compile an English Computer module that is specific to the context and purpose with the students of the Informatics Engineering course. The main purpose of this research is to produce English Computer Module for Informatics Engineering students with valid, practice, and effective. The long term goal of this research is to make Engineering students are able to master English language that can be their provision in order to compete in their job profession. This teaching module developed by Constructivism. This research used Research and Development method of ADDIE (Analyze, Design, Develop, Implement, and Evaluate). This research was conducted in the second semester of Informatics Engineering students. In the analysis stage, it was conducted needs analysis and situation analysis. Design stage was conducted by designing Computer English modules based on tasks, lesson plan, and assessment instrument of Computer English modules. Develop stage was conducted by developing teaching material. Implement stage was conducted by implementing teaching material in Engineering class. Finally, the Evaluate stage was an evaluation of the implementation each stages of ADDIE model. The data in this research were collected by using the validation sheet of teaching material, lesson plan, questionnaires respond of Informatics Engineering English lecturer and Engineering students, and students test result. The result of this English Computer Module based on Constructivism for Informatics Engineering Students is valid, practice, effective criteria and accordance to the Engineering students’ needs.