Writing is considered as a hard language skill for students. English teachers have been trying to find the effective way to enhance their students’ writing skill. One of them is providing feedback in students’ written work, also known as written Feedback. This article retrieved from the research on the effect of online written feedback through social media on students’ writing in SMAN 4 Tanjungpinang. This research aims to find out the effect of Online Written Feedback on students’ writing skill through social media Facebook at SMAN 4 Tanjungpinang. A pre-experimental design with one group pre-test-post-test was used in this research. There were 30 eleventh grade students of SMAN 4 Tanjungpinang as the sample of the research. This research used written assignment as its instrument. A pre-test is administered at the beginning of the research and followed by providing online written feedback on students’ writing personal letter as the treatment. A post-test was also conducted after the treatment. The pre-test and post test scores were analysed by using a paired sample t-test to answer the research hypothesis. This research showed that online written feedback did not significantly affect the students’ writing skill in SMAN 4 Tanjungpinang. There was a difference between the mean score of pre and post-test, from 83.07 to 85.70, but it was not significantly.

This study aimed to know how is teachers’ perspective in online English teaching at SMPN 10 Tanjungpinang. The subject in this research is the English teacher consists of 3 teachers. This study based on Sri Hariyati theory (2020). A research desgin in this research is descriptive qualitative with analysis technique. The setting of place in this research is at SMPN 10 Tanjungpinang. The instrumens in collecting the data are interviews and questionnaire. Based on the instrument, the researcher assesses teachers’ persepctive by fifteen statements. The results shows that the teachers’ has positive perspective in online English teaching at SMPN 10 Tanjungpinang.

Artikel ini menyajikan hasil penelitian yang bertujuan untuk menguji apakah siswa ekstrovert yang diajar dengan menggunakan adventure game memiliki keterampilan berbicara dalam teks deskriptif lebih baik daripada siswa ektrovert yang diajar dengan menggunakan media gambar. Penelitian ini menggunakan metode kuasi experimen. Populasi penelitian ini adalah siswa kelas VIII SMPN 1 Talamau yang terdaftar pada tahun ajaran 2011/2012 yang terdiri 125 siswa yang tersebar dalam lima kelas Dengan menggunakan lotre, diperoleh kelas VIII 5 sebagai kelas eksperimen dan kelas VIII 4 sebagai kelas control. Masing-masing kelas terdiri dari 25 siswa Sebelum diberikan treatment dilakukan penentuan siswa yang memiliki kepribadian introvert dan ekstrover. Setelah ditentukan peneliti fokus pada siswa ekstrover. Data penelitian dikumpulkan melalui tes (post test only) dan angket. Analisis data dalam penelitian ini menggunakan uji t. Hasil analis data menunjukkan bahwa Keterampilan berbicara siswa ekstrovert yang diajar dengan menggunakan adventure game lebih baik daripada keterampilan berbicara siswa extrovert yang diajar dengan menggunakan media gambar. Dari temuan, dapat disimpulkan bahwa penggunaan adventure game memberikan pengaruh lebih yang signifikan terhadap keterampilan berbicara siswa extrovert di SMPN 1 Talamau daripada penggunaan media gambar.

This research intended to design a Microblog on Instagram as interactive learning media to learn the descriptive text for Grade 7. The media designed to assist students comprehend in English learning, especially descriptive text. This research was conducted at SMP Negeri 16 Tanjungpinang for the academic year 2021/2022 on class VII E, which consisted of 38 students. This research was Research and Development (R&D). The development model was Thiagarajan model which are 4D (Define, Design, Develop, and Disseminate). Moreover, this research was limited to Develop stage. The instrument to collect the data was several questionnaires which consist of validation questionnaire and student practicality questionnaire. The results of data analysis revealed that the score of media validation is 86% with "very good/very valid" and the score of material validation is 90% with "very good/very valid". Thus, the score of the media trial to observe the practicality of the media is 80% with "practical". The Microblog on Instagram as Interactive Learning Media was valid and proper to use for learning and advantageous for students to comprehend English learning materials, especially on descriptive text.