ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.

Interactive metadiscourse is one of the sub categorizes of metadiscourse markers which refers to a feature used to construct and organize the information effectively in order to make coherent and convincing written text. Based on Hyland (2004), interactive metadiscourse consists of five categories, they are; transitions, frame markers, endphoric markers, evidentials, and code-glosses. The purpose of this study are to find out the types of interactive metadiscourse features used by English postgraduate students in their finding and discussion section of theses and to find out how interactive metadiscourse used in finding and discussion section of theses. This study implemented content analysis to identify, classify and analyses the interactive metadiscourse. The data sources are 10 finding and discussion section of theses from postgraduate students of English Department, Universitas Negeri Jakarta. The data of this study are words, phrases and clauses which were identified in those data sources. The result of this study showed that transitions were dominantly appeared with 634 words from the total 1540 interactive metadiscourse found or it was most frequently used with 41% followed by endophoric markers with 20%. The high use of transitions indicates that the writers want to create a coherent and cohesive written text by connecting the arguments within sentences or paragraphs. While the endophoric markers were used to help the writer referring the information in other part of the text.

Pelatihan ini dilakukan untuk mengembangkan satu soft skill yang harus dikuasai para remaja dalam menghadapi masyarakat era 5.0 yaitu kemampuan berkomunikasi. Keterampilan komunikasi yang efektif dan komprehensif di era Society 5.0 sangat dibutuhkan. Namun, terjadi pada remaja dan pemuda di sekitar Desa Poris Jaya, Kota Tangerang, Provinsi Banten, Indonesia yang mengaku kesulitan berbicara di depan umum dengan percaya diri yang tinggi, sehingga tidak dapat menyampaikan idenya kepada masyarakat secara efektif. Hasil observasi, remaja khususnya anggota Karang Taruna merasa perlu menguasai kemampuan berkomunikasi dan berbicara di depan umum, karena ini juga berkaitan dengan soft skill yang harus dimiliki dalam menghadapi era masyarakat 5.0. Mereka juga merasakan dampak pandemi yang meminimalkan komunikasi langsung. Berangkat dari hal tersebut, fasilitator bermaksud untuk mengadakan pelatihan dan pembinaan public speaking bagi remaja di sekitar Kecamatan Poris Jaya dengan menggunakan Metode PAR (Participatory Action Research) yang dimodifikasi. Tahapan metode tersebut adalah Perencanaan, Pelaksanaan dan Refleksi. Pelatihan ini diikuti oleh berbagai usia remaja dari anggota Karang Taruna dan siswa SMP di sekitar Poris Jaya. Hasil pelatihan menunjukkan tanggapan dan dampak positif dari para peserta karena membawa wawasan dan pengetahuan baru bagi generasi muda khususnya pemuda di sekitar Poris Jaya, Kota Tangerang untuk lebih mengenal pentingnya public speaking dalam meningkatkan kemampuan komunikasi mereka di era masyarakat. 5.0.

The purpose of this study was to discover there was a substantial effect of using comic strips on students’ vocabulary and reading comprehension in the tenth grade at SMK Lab Business School Kota Tangerang. The researcher used a quantitative method. In this study, pre-experimental research one-group pre-test post-test was used with 40 students as the sample, which was taken at non-random. The instruments for data collection were vocabulary and reading comprehension tests. The data distribution was not normal, so the researcher used Wilcoxon Signed Rank to analyze it. The Wilcoxon Signed Rank Test vocabulary and reading comprehension results of the above pre-test and post-test data were 0.000 less than 0.05. The mean score for the pre-test vocabulary was 58.12 and the mean score for the post-test vocabulary was 78.63. Meanwhile, the pre-test reading comprehension score was 58.12 and the post-test score was 78.63. It revealed a significant increase from the first to the second mean score. As a result, the findings of this study, which used comic strips to improve students’ vocabulary and reading comprehension in the tenth grade at SMK Lab Business School Kota Tangerang had a significant effect. This suggests that comic strips can be used as an alternative media in the process of teaching vocabulary and reading comprehension.Keywords: Comic Strip, Reading Comprehension, Vocabulary

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