The purpose of this research was to develop

For any simple undirected graph G(V, E), a map f : V ⋃ E → {1, 2, …, k} such that for any different edges xy and x’y’ their weights are distinct is called an edge irregular total k-labeling. The weight of edge xy is defined as the sum of edge label of xy, vertex label of x and vertex label of y. The minimum k for which the graph G has an edge irregular total k-labeling is called the total edge irregularity strength of G and is denoted by tes(G). In this paper, we determine the exact value of the total edge irregularity strength of odd arithmetic book graph Bn (C 3, 5, 7, …2n+1) and even arithmetic book graph Bn (C 4, 6, 8, …, 2n+2) of n sheets. We found that the tes of odd arithmetic book graph Bn (C 3, 5, 7, …, 2n+1) of n sheets is equal to the ceiling function of n 2 + n + 3 3 and the tes of even arithmetic book graph Bn (C 4, 6, 8, …, 2n+2) is equal to the ceiling function of n 2 + 2 n + 3 3 .

Most of the EFL learners, especially at senior high schools, frequently consider that writing is the most difficult skill compared to the three other language skills. This difficulty was also faced by the second year students of Madrasah Aliyah Muhammadiyah Malang. The results of their writing performance at the preliminary research indicated that on average they achieved low grades in writing narrative texts. Moreover, the students in this school were not motivated in writing. For this case, the writer applied a strategy "what happen next?" which can improve the skill in writing narrative texts. The strategy was implemented in action research through four steps: planning, implementing, observing, and reflecting. The action research was conducted in two cycles and involves 24 students. The results of the findings showed the improvement of the students' skill in writing narrative texts and also the improvement of the students' involvement in the writing activities during the teaching and learning process.

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