The need to acquire reading skills is increasing along with the needs of students to attain information. Therefore, this study aims at improving student�s reading comprehension viewed from the motivation level using the contextual teaching and learning (CTL) approach at SMPN 1 Jonggat. To this end, a classroom action research consisting of two cycles was applied. Each cycle consisted of four stages, namely plans, actions, observations, and reflections. The subject of this study was the second-grader of SMPN 1 Jonggat, while the object of this study was the use of contextual teaching and learning (CTL) approach to improve students� reading comprehension in relation to motivation. The observation sheets, questionnaires, and reading tests were employed to collect the data. As result, the study showed that the use of CTL approach was effective to improve students� reading comprehension and motivation to learn. Students� achievement was 75 meaning that the passing grade enacted in the school was achieved. Meanwhile, the students� motivation to learn was at the high level as proven by the percentage of students� motivation which was at the standard value. Thus, it can be concluded that Contextual Teaching and Learning (CTL) approach can improve students� motivation to learn as well as their reading comprehension.

This study investigated the use of the scientific-based approach in the ELT class to solve students' learning problems. Those problems are students' difficulties to complete their learning tasks, lack of vocabularies to complete reading tasks, lack of grammatical competence, afraid of proposing questions, afraid of speaking, and difficulties to complete the listening tasks. These caused students to have low achievement and inactive classroom interaction. The study was aimed at improving students' achievement and classroom interaction of 8th-grade students of SMPN 4 Praya, Central Lombok, West Nusa Tenggara. This study was classroom action research. The procedure of actions included two steps, namely the reconnaissance and the action. The reconnaissance presented the students' learning problems and the action consisted of four stages, namely planning, implementing, evaluating, and reflecting. The research instruments of this study used observation sheets, a questionnaire, and a test. The collected data were analyzed quantitatively and qualitatively. The result of this study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student' score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. Keywords: Scientific-Based Approach, Achievement, Classroom Interaction

The research aimed to provide students’ learning and target needs of incorporating culture-based English instructionalmaterials in enhancing students’ critical thinking skills, ELT achievement, and classroom interaction at the Central Lombok middle schools. The research was a quantitative study. The 350 students and 10 English teachers were involved in the research. The average of students’ age ranged from 12-13 years old, while the English teachers were certified Englishteachers at the middle schools. They had also been from five to seven years of teaching practice experience. The data were collected using a questionnaire to see the students’ and teachers’ needs that were focused on target needs and learning needs. The target needs comprised the learning goals, lacks, and wants, while the learning needs included learning inputs, students’ roles, and classroom management. The data were analyzed using some steps; computation, display, drawing conclusion, and verification processes. Based on the data analysis, the target needs show that students are expected to get English proficiencies by providing them various cultural materials, namely local arts, traditional games, traditional rates, traditional technologies, and traditional pieces of literature. It can bring them to think critically to improve ELT achievement and build classroom interaction. At the same time, the analysis of learning needs informs that students need an appropriate English learning approach. They show they have an intention to be autonomous learners.

This study investigated the effect of team product to improve students’ creativity in writing at the 8th-grade students of SMPN 1 Jonggat, Central Lombok in the academic year 2018/2019. The research was designed as quasi experiment research. The students were divided into the experimental group and control group. The experimental group was treated using the team product method while the control group was subjected to a conventional method. The data were analyzed using descriptive and inferential analysis. The data in this research was taken from the mean scores of students’ achievement and the score percentages. The subject of this research was the 8th-grade students of SMPN 1 Jonggat, which consisted of 54 students. The instruments of this research were tests and questionnaires. The mean score of students’ creativity in the experimental group was 75 and the writing skill was 76. It was higher than the students in the control group. It can be concluded that the team product had a positive effect on students’ writing skills in relation to creativity at SMPN 1 Jonggat.

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