The purpose of this study is to know the effectiveness of top - down strategy on students' achievement reading comprehension.
The result from the students' self-confidence questionanire and the students' speaking achievement test data displayed by scatterplots showed that the data have a negative linear relationship.
The result of this serearch was that the findings of posttest in experimental class were higher than pottest in control class althought there were some students got unsatisfactory scores or some scores.
It means that, Class Wide Peer Tutoring Strategy was effective on the students' reading comprehension in narrative text.
speaking skills are needed to communicate with other people by sharing point of view at different times and places. Unfortunately the student find it difficult to communicte or convey what they think using english.
The lack of students' reading ability can cause serious problems for the students. It is important to concern about the readability of reading texts.
this research examines the challengs in vocabulary intervention on junior high school ELF students. Vocabulary is the basic of learning language , the lack of students, vocabulary knowlage aafected to english lesson.
According to this, the study focuses to analyze the lexical richness of students in their speaking performance.
The finding reported that the teacher's experience in teaching reading comperhension, the teacher used strategy reading aloud she with three steps and to think aloud teacher used 5W1H or picture.
This study aimed to find out teachers challenges on rules and policies teachers activeness and student involvement in classroom management. Problems are usually know as challenges.