reduce, reuse, recycle

THE 3R'S STILL RULE

Consumer product companies are always selling us a new bill of goods. The latest is that we can shop our way to a healthier planet. Over the years, they've also told us that cool cars would make us free and diet soda would make us popular. But there are some things money -- and advertising -- can't buy, and a clean environment is one of them. The hard fact is that global warming, deforestation and other earthly ills cannot be solved by switching brands. It takes resources to manufacture and transport all products, even those made from recycled content. At the very least, energy is spent. And spending resources leaves the world poorer, not better off. So do what you will if you are itching for something new -- there are no environmental police here -- but don't kid yourself. Buying nothing is better for the earth than buying green. There are exceptions, of course. If your current car or appliance is a terrible energy-waster, you may save resources in the long term by replacing it with an energy-efficient model. And it's better for your own health and your family's to replace products that could leach toxins, such as PVC baby toys. More often, though, it is greener to follow the old dictum: reduce, reuse, recycle. I know you've heard it a thousand times before, but with the "green" word now co-opted in the service of sales, the three R's are a phrase -- and a principle -- worth reviving. Reduce. "Reduce" means using fewer resources in the first place. This is the most effective of the three R's and the place to begin. It is also, I think, the hardest because it requires letting go of some very American notions, including: the bigger the better, new trumps old and convenience is next to godliness. But you don't need to let go completely or all at once. "Reduce" is a comparative word. It says: cut back from where you are now. When you shop, shop differently. Look for things that will last -- things that are not just durable and well-made, but useful and beautiful enough to please you for a long time. The extra money you spend on their acquisition will be offset by the money you do not spend replacing them. Don't chase the latest fashions. They will age the fastest. With electronics, extravagance may pay. A super-charged computer will still run the software that comes out two years from now, and a large monitor will accommodate the ever wider webpages that companies will be building then. Similarly, a cell phone with a full text keypad (or the iPhone) will see you through the text-messaging era that is upon us. When you make a purchase, find out how to keep the item in shape. Then, maintain it accordingly and repair it when necessary. In addition, try these ways of reducing your use (and abuse) of resources: Buy products made from post-consumer recycled materials, especially paper and bathroom tissue. Choose electronics and appliances that are energy-efficient. Ditto for cars, which you can also share. Buy stuff made close to home. Less energy was used transporting them to the store. Buy used. craigslist and eBay make it easy. Avoid goods made with materials whose extraction or processing are especially destructive, such as tropical woods and most gold jewelry. Avoid overly packaged goods. The packaging is a total throw-away. Avoid things made with toxic materials, such as most household cleansers. Cut back on water use at home. Waste less energy on lights and equipment. Eat less meat. Reuse. Before you recycle or dispose of anything, consider whether it has life left in it. A jam jar can store leftovers. Food scraps can become compost. An old shirt can become a pajama top. An opened envelope can become a shopping list. A magazine can be shared. DVDs can be traded. A dishwasher can be repaired. A computer can be upgraded. A car can be resold. A cell phone can be donated. Returnable bottles can be, well... returned. Reusing keeps new resources from being used for a while longer, and old resources from entering the waste stream. It's as important as it is unglamorous. Think about how you can do it more. Recycle. Recycling is the "R" that has caught on the best. Partly, this is because there are so many curbside recycling programs today (8,660 as of 2006, according to the EPA), which makes recycling so darned easy. What keeps it from being a total piece of cake is the rules. Every municipality has its own, and they are not always as straightforward as they could be. For example, towns are usually particular about the plastics they accept for recycling. Most only take packaging made from #1 (PET or PETE) and #2 (HDPE) resins. You need to look at the bottom of the package for the chasing arrow symbol and check that the number is right. Some towns are even more restrictive. New York City, for instance, accepts #2 containers with necks, but not wide mouths because the two are formed differently and have different melting points. The wrong kind of plastic can "contaminate" the whole batch, rendering it garbage as far as the company with the recycling contract is concerned. So though it's a pain, try to learn what the recycling rules are in your own community and follow them whether they make obvious sense or not. It's the easiest way to do your part. As to shopping for green products, by all means do -- when you really need the thing you're shopping for. —Sheryl Eisenberg

The three "R's" are something you need to remember when it comes to environmental services. As well, it is important to understand how improper waste disposal impacts our planet. No, it is not "reading, 'riting, and 'rithmatic." It actually is reduce reuse recycle and all three are valuable parts to the bigger solution, which begins at home with you.

Once you know the ways to recycle reuse reduce, you will be able do your part to help keep landfills free of recyclable materials and other waste products that could be put to better use.
The first "R" in the three refers to reducing. This means to reduce the amount of garbage you generate. Try to buy items that are going to last longer so you do not have to buy them as often. Sure, there will be some items that do not have a long shelf life but you can still try to find those items that do. Some packaging contains harsher chemicals than others. It may cost you a dollar or two more but try to go with items that have less packaging.
In the quest for reduce reuse recycle; reusing is next on the agenda. Try to reuse as many products as possible in your own household. Plastic milk jugs make great pitchers for tea and water. They can also be used as plant holders once you decorate them a bit. On a municipal level, reusing also occurs when recyclables are turned into different products, such as asphalt for paving roads or new notebooks.
The final "R" relates to recycling. This means utilizing a recycling program from your sanitation department or local environmental services. You can ask them what materials are accepted locally and then get the appropriate recycling containers into which you can place that material for pick-up. Plastics go into one container. Paper goes into another container and glass goes into a separate container. Then all three, along with garbage that cannot be recycled, is picked up by your local sanitation or recycling program. As well, you can recycle your food waste products by starting a compost heap.
Just remember to "reduce reuse recycle" and you will be doing your part, not just for yourself but for future generations. It is remarkably easy to get started and once you have mastered the basics you will be a recycling guru. If you need help getting started or just want more information, then visit the Environmental Protection Agency's website at www.epa.org.

cleft sentence

Definition
	A cleft sentence is a complex sentence in which a simple sentence is expressed using a main clause and a subordinate clause. In English the prototypical cleft sentence has the following form:
	·  it + be + X + subordinate clause
	X can be a constituent of one of many varieties.

Discussion
	X and the subordinate clause together carry the same meaning as their corresponding simple sentence. However, the primary focus of the cleft construction is on an element, often marked by intonation, that introduces new information. This element appears either as X or in the subordinate clause.

Example (English)
	·  No, it is his callousness that I shall ignore.
	Its corresponding simple sentence is No, I shall ignore his callousness. The primary focus of the cleft sentence may be marked by intonation, as in following sentences:
	No, it is his callousness that I shall ignore. No, it is his callousness that I shall ignore.
	Source: Quirk, Greenbaum, Leech, and Svartvik 1985 1384

Generic
	A cleft sentence is a kind of
	What is a complex sentence?

LOWONGAN CPNS KEMDIKBUD

www.kemdikbud.go.id

MEMBUAT KUIS FLASH

TUTORIAL

Membuat Kuis Pilihan Ganda dengan Flash

Langkah-Langkah:

1.       Aktifkan program Macromedia Flash anda. Pada Creat New, pilih Flash Document.

2.       Opsional: Pada Frame 1 Layer 1, buat background dengan rectangle tool. Klik kanan frame 7, pilh Insert Keyframe. Kunci Layer 1.

3.       Klik Insert Layer (sudut kiri bawah timeline) untuk membuat Layer baru (layer 2).

4.       Klik Frame 1 Layer 2, buat judul kuis dengan Static Text. Di bawah judul, buatlah kotak nama dengan Input Text (aktifkan ‘Show border around text’). Pada Var, ketik ‘nama’. Tambahkan petunjuk pengisian kotak nama di atas Input Text. Sejauh ini hasilnya seperti gambar di bawah.

5.       Klik kanan Frame 2 Layer 2, pilih Insert Blank Keyframe. Buat soal beserta pilihan jawabannya dengan tipe teks Static.

6.       Klik Frame 2 Layer 2, kemudian tekan F6 pada Keyboard untuk meng-copy frame sampai dengan Frame 6. Klik Frame 3, ganti soal beserta jawabannya. Demikian seterusnya sampai dengan soal nomor lima yang ada di Frame 6.

7.       Klik kanan Frame 7 Layer 2, pilih Insert Blank Keyframe. Sampai di sini, kunci Layer 2 dan simpan dulu dengan nama file LATIHAN1.

8.       Buat Layer baru (Layer 3). Klik Frame 1, Buat teks ‘MULAI’ dengan  Static Text, letakkan di bawah kotak nama. Klik Selection Tool (tanda panah kanan atas pada Tools), Klik kanan pada teks ‘MULAI’ tersebut, Pilih Convert  to Symbol, Type-nya pilih Button, lalu klik OK. Pastikan Panel Properties aktif, pada kotak Instance Name ketik ‘startbutton’.

9.        Klik kanan Frame 2 layer 3, pilih Insert Blank Keyframe. Buat object kotak dengan Rectangle Tool tepat di atas pilihan jawaban A. Tekan F8 (Klik kanan Convert to Symbol), pada Type pilih ‘Button’, klik OK. Klik ganda Kotak yang telah dikonversi menjadi button tersebut. Klik kanan pada Frame Up, pilih Cut Frames, klik kanan pada Frame Hit, pilih Paste Frames. Kemudian klik Scene 1 pada Timeline.

10.   Pastikan button kotak terseleksi, Ketik ‘button_a’ pada kotak Instance Name pada Panel properties.

11.   Kopi button kotak tadi (klik kanan, Copy Paste 3 kali) dan masing-masing letakkan tepat di atas pilihan B, C, dan D. Seleksi button di atas pilihan jawaban B, Ubah Instance Name-nya menjadi ‘button_b’, di atas pilihan jawaban C menjadi ‘button_c’, dan di atas pilihan jawaban D menjadi ‘button_d’. Sampai di sini, simpan dulu (tekan Ctrl+S).

12.   Klik Frame 2 Layer 3, tekan F6 4 kali untuk men-copy frame. Klik kanan Frame 7 Layer 3, pilih Insert Blank Keyframe. Kunci Layer 3.

13.   Buat Layer baru (Layer 4). Klik Frame 1 . Tekan F7 6 kali. Masih di Layer 7, kembali klik Frame 1, lalu tekan F9 untuk menampilkan panel Action dan masukkan ActionScript berikut (bisa dengan Copy-Paste):

stop();

score = 0;

startbutton.onPress = function() {

                nextFrame();

};

14.   Klik Frame 2 Layer 4, masukkan ActionScript berikut:

stop();

onEnterFrame = function () { skor = +score;};

button_a.onPress = function() {

                nextFrame();

};

button_b.onPress = function() {

                score += 20;

                nextFrame();

};

button_c.onPress = function() {

                nextFrame();

};

button_d.onPress = function() {

                nextFrame();

};

Keterangan: Soal no. 1 kunci jawabannya B. Jika button_b (pilihan jawaban B) diklik skor bertambah 20 dan menuju frame berikutnya yang berisi soal berikutnya.

15.   Klik Frame 3 (masih di Layer 4), masukkan ActionScript berikut:

stop();

onEnterFrame = function () { skor = +score;};

button_a.onPress = function() {

                score += 20;

                nextFrame();

};

button_b.onPress = function() {

                nextFrame();

};

button_c.onPress = function() {

                nextFrame();

};

button_d.onPress = function() {

                nextFrame();

};

Keterangan: Soal no. 2 kunci jawabannya A. Jika button_a (pilihan jawaban A) diklik skor bertambah 20 dan menuju frame berikutnya yang berisi soal berikutnya.

16.   Klik Frame 4 (masih di Layer 4), masukkan ActionScript berikut:

stop();

onEnterFrame = function () { skor = +score;};

button_a.onPress = function() {

                score += 20;

                nextFrame();

};

button_b.onPress = function() {

                nextFrame();

};

button_c.onPress = function() {

                nextFrame();

};

button_d.onPress = function() {

                nextFrame();

};

Keterangan: Soal no. 3 kunci jawabannya A. Jika button_a (pilihan jawaban A) diklik skor bertambah 20 dan menuju frame berikutnya yang berisi soal berikutnya.

17.   Klik Frame 5 (masih di Layer 4), masukkan ActionScript berikut:

stop();

onEnterFrame = function () { skor = +score;};

button_a.onPress = function() {

                nextFrame();

};

button_b.onPress = function() {

                nextFrame();

};

button_c.onPress = function() {

                score += 20;

                nextFrame();

};

button_d.onPress = function() {

                nextFrame();

};

Keterangan: Soal no. 4 kunci jawabannya C. Jika button_c (pilihan jawaban C) diklik skor bertambah 20 dan menuju frame berikutnya yang berisi soal berikutnya.

18.   Klik Frame 6 (masih di Layer 4), masukkan ActionScript berikut:

stop();

onEnterFrame = function () { skor = +score;};

button_a.onPress = function() {

                nextFrame();

};

button_b.onPress = function() {

                score += 20;

                nextFrame();

};

button_c.onPress = function() {

                nextFrame();

};

button_d.onPress = function() {

                nextFrame();

};

Keterangan: Soal no. 5 kunci jawabannya B. Jika button_b (pilihan jawaban B) diklik skor bertambah 20 dan menuju frame berikutnya.

Sampai di sini, simpan dulu (tekan Ctrl+S).

19.   Selanjutnya, buka kunci Layer 2 dengan cara klik tanda gambar gembok di Layer tersebut. Klik kanan kotak Input Text yang telah dibuat di Frame 1 Layer 2, Copy dan Paste-kan di Frame 7 (masih di Layer 2). Klik ganda kotak Input Text dan ketik ‘tanpa nama’.

Di bawah kotak Input Text, ketik ‘Nilai anda:’ dengan ukuran Font 15 (Type Text-nya Static Text). Di bawah teks ‘Nilai anda:’, buat Dynamic Text  kosong dengan  cara klik Text Tool (A) pada panel Tools, pastikan panel Properties aktif, kemudian pilih Dynamic Text dengan ukuran font 50, klik di bawah teks ‘Nilai anda:’ dan drag ke kanan. Pada kotak ‘Var’, ketik ‘skor’.

Di bawah ‘Dynamic Text’ dengan nama Variable ‘skor’, ketik dengan tipe teks Static Text ‘Kriteria ketuntasan Minimal (KKM): 80’

Di bawah teks ‘Kriteria ketuntasan Minimal (KKM): 80’, buat lagi Dynamic Text kosong dengan nama variable ‘keterangan’. Kembali kunci Layer 2.

Tampilan Stage pada Frame 7 Layer 2 seperti Gambar di bawah.

20.   Selanjutnya, buka kunci Layer 3. Klik Frame 7 Layer 3. Ketik ‘ULANGI’ dengan tipe teks Static. Klik kanan teks tersebut, pilih Convert to Symbol, tipenya Button. Pastikan panel Properties aktif dan pada kotak Instance Name ketik ‘restart_button’. Kembali kunci Layer 3.

21.   Klik Frame 7 Layer 4 (pastikan Layer 4 tidak terkunci) kemudian tekan F9 untuk mengaktifkan panel Action dan masukkan ActionScript berikut:

if (score>=80) {

                keterangan = "Bagus! Pertahankan Prestasi!";

}

if (score<=60) {

                keterangan = "Anda belum tuntas. Belajar lagi, ya!";

}

restart_button.onPress = function() {

                gotoAndStop(1);

};

22.   Selesai dan tekan Ctrl+S untuk menyimpan. Di bawah adalah tampilan akhir jendela Flash Ducument frame terakhir (7).

23.   Untuk melihat hasilnya, tekan Ctrl+Enter.

SELAMAT MENCOBA DAN MEMODIFIKASINYA.

UCAPAN LEBARAN

TEFL

DRILLING

A. Definition
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio-lingual method approaches to language teaching, which placed emphasis on repeating structural patterns through oral practice.
Drilling means listening to a model, provided by the teacher, or a tape or another student and repeating what is heard. Drilling is a technique that is still used by many teachers when introducing new language items to their students.
Harmer states that drilling is mechanical ways if getting students to demonstrate and practice their ability to use specific language items in a controlled manner.
From those theories above, it can be concluded that drilling is a technique that has been used in foreign language classrooms which emphasis on repeating structural pattern through oral practice to demonstrate students’ ability in using specific language items in a controlled manner.

B. Kinds of Drill
According to Haycraft (36: 1978), after presentation and explanation of the new structure, students may used controlled practice in saying useful and correct sentence patterns in combination with appropriate vocabulary. These patterns are known as oral drills. They can be inflexible: students often seem to master a structure in drilling, but are then incapable of using it in other contexts. Furthermore, drills have several types in form:

1. The Repetition Drill
The teacher says models (the word or phrases) and the students repeat it.
Example:
Teacher : It didn’t rain, so I needn’t have taken my umbrella
Students : It didn’t rain, so I needn’t have taken my umbrella

2. The Substitution Drill
Substitution drill can used to practice different structures or vocabulary items (i. e one word or more word change during the drill)
Example:
Teacher : I go to school. He?
Students : He goes to school.
Teacher : They?
Students : They go to school.

3. The Question and Answer Drill
The teacher gives students practice with answering questions. The students should answer the teacher’s questions very quickly. It is also possible for the teacher to let the students practice to ask question as well. This gives students practice with the question pattern.
Example:
Teacher : Does he go to school? Yes?
Students : Yes, he does.
Teacher : No?
Students : No, he does not.

4. The Transformation Drill
The teacher gives students a certain kind of sentence pattern, an affirmation sentence for example. Students are asked to transform this sentence into a negative sentence. Other examples of transformations to ask of students are changing a statement into a question, an active sentence into a passive one, or direct speech into a reported speech.
Example: (positive into negative)
Teacher : I clean the house.
Students : I don’t clean the house.
Teacher : She sings a song.
Students : She doesn’t sing a song.

5. The Chain Drill
The teacher begins the chain by greeting a particular student, or asking him a question. That student respond, then turns to the students sitting next to him. The first student greets or asks a question of the second student and the chain continues. A chain drill allows some controlled communication, even though it is limited. A chain drill also gives the teacher an opportunity to check each student’s speech.
Teacher : What is the color of sky?
The color of sky is blue
What the color of banana?
Student A : The color of banana is yellow
What is the color of leaf?
Student B : The color of leaf is green
What is the color of our eyes?
Student C : The color of our eyes is black and white.

6. The Expansion Drill
This drill is used when a long line dialog is giving students trouble. The teacher breaks down the line into several parts. The students repeat a part of the sentence, usually the last phrase of the line. Then following the teacher’s cue, the students expand what they are repeating part at the end of the sentence (and works backward from there) to keep the intonation of the line as natural as possible. This also directs more student attention to the end of the sentence, where new information typically occurs.
Example:
Teacher : My mother is a doctor.
Students : My mother is a doctor
Teacher : She works in the hospital.
Students : She works in the hospital
Teacher : My mother is a doctor. She works in the hospital.
Students : My mother is a doctor. She works in the hospital
Teacher : She take cares the patient.
Students : She take cares the patient
Teacher : My mother is a doctor. She works in the hospital. She take cares the patient
Students : My mother is a doctor. She works in the hospital. She take cares the patient

7. Communicative drills
This kind of drills is quite different from the so-called meaningless and mechanical drills used in a traditional grammar oriented class by some teachers, in which the primary focus is on the form of the language being used rather than its communicative content. Children do not blindly mimic adults’ speech in a parrot fashion, without really needing to understand or communicate anything, but make selective use of simulation to construct the grammar and make sense of the expressions according to the grammar. This kind of drills has meanings and connotes information accordingly in a certain situation and at a certain time. It has an information gap and does involve communicative process. The child has access to language data and opportunities to interact with the inputs (meaningful inputs). When processing the language they hear, children construct the grammar and make sense of the expression according to the grammar. When producing utterance, they follow the internalized grammatical rules. This kind of drilling can be formed by using the other drilling types. But the emphasis is that the student involving something real as well as communicative value and the practice creates an information gap.
Example :
Guessing game:
Teacher has something in mind (things, job, event, etc) and the students must guess that thing by using yes no question:
Students : Is it in the class?
Teacher : Yes, it is.
Students : Is it blue?
Teacher : No, it is not.
Students : Is it black?
Teacher : Yes, it is.
Students : Is it in the front of the class?
Teacher : Yes, it is.
Students : Is it black board?
Teacher : Yes, it is.

With the basis of the communicative drills, teachers may design more advanced communicative activities so that learners can have more opportunities to produce sustained speech with more variations in possible responses.

C. Purposes
1. For the learners, drills can:
a. Provide for a focus on accuracy. Increased accuracy is one of the ways in which a learner’s language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types.
b. Provide learners with intensive practice in hearing and saying particular word or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.
c. Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk takers.
d. Help students notice the correct form or pronunciation of a word phrase. Noticing or consciousness rising of language is an important stage in developing language competence.
e. Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.
f. Help memorization and atomisation of common language patterns and language chunks. This may be particularly true for aural learners.
g. Meet students expectation, i.e. they may think drilling is an essential feature of language classrooms.
2. For The Teacher:
a. Help in term of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.
b. Help the teacher recognize if new language is causing problems in terms of form or pronunciation.

D. Advantages and Weaknesses
1. The Advantages of Drilling are:
Drilling help our learners memorise language by the teacher’s control. And the teacher can correct any mistakes that students make and encourage them to concrete on difficulties at the sometime.
2. The Weaknesses of Drilling
Drilling often make the students not vary creative. In all drills learners have no or vary little choice over what is said so drills are form of very controlled practice. The teacher needs to handle the drills, so that the students are not over used and they don’t go on far too long. One of the problems about drills is that they are fairly monotonous.

judul skripsi

Kumpulan Judul Skripsi Pendidikan Bahasa Inggris

1. The Application of Grammar Practice Activities in Communicative Language Teaching (CLT) Method to Improve The Grammar Ability of The First Year Student at SMU Negeri 3 Makassar (Ulfiati Arsyad)
2. The Influence of Peer Response in Writing Process to Improve Students Writing Ability : A Case Study at The Tenth Grade of United English Forum (UEF) Makassar (Marzuki)
3. Using Parallel Writing Technique Through Song to Improve The Writing Ability of The Second Semester Student of English Language and Literature Department of Adab Faculty of Alauddin Makassar (Ibrahim Manda)
4. The Application of Dictoyloss Teaching Strategy in Improving The Students English Achievement of The Second Year Students of SMA 3 Makassar (Mustakim)
5. Improving the Reading Comprehension of The Second Semester Students of PIKIH Program of UIN Alauddin Makassar (Wahyuni Arif)
6. The Application of Graphic Organizer Method in Improving Reading Comprehension of SMA Negeri 3 Makassar (Nirwana)
7. The Use of First Language Acquesition Approach to Teach in Speaking in Improving The Students Proficiency of PIKIH Program UIN Makassar (Hasanuddin)
8. The Effectiveness of Self Assessment Techniques in Improving Students English Speaking Proficiency at PIKIH Program of UIN Alauddin Makassar (Ahmad Hidayat)
9. The Effectiveness of English Comp. Program in Increasing The Second Year Student Interest in Learning English of Madrasah Tsanawiyah Negeri Reok in Nusa Tenggara Timur (Ema Ulfa Jihadah)
10. The Effectiveness of Imaginative Reading Materials in Improving Reading Comprehension of The Second Year Students of SMP 2 Arungkeke Jeneponto (Al-Sumarni)
11. Using Schema Activation Strategy to Increase the Second Year Students Reading Comprehension at SMP Muhammadiyah 1 Makassar (Asirah)
12. Developing the Students Ability in Writing Paragraph Through Quick writing at The Third Year Students of Madrasah Aliyah Syekh Yusuf Sungguminasa (Supriadi L.)
13. The effectiveness of The Aesthetic Realism Method in Improving Reading Skill at The Fourth Class at the Elementary School 141 Tuppu Kec. Lembang Kab. Pinrang (Nursia Umar)
14. Improving The Student Ability in Mastering Vocabulary Trough Word wish Game at The Fourth Year Student of Romang Polong Gowa (Islamiyah)
15. Improving Students Reading Comprehension Through Reading, Encoding, Annotiating, Pondering (REAP Technique) (A study at The Second Year Students of MA Madani Pao-Pao (Zevilia Rosita)
16. The Effectiveness of Word Analogies in Improving the English Vocabulary Mastery of The Second Year Students of SMA 1 Bontomarannu (Said Mulyadi)
17. Teaching Vocabulary Through Riddles to The Second Year Students of MAN Suli Kab. Luwu (Nurhaerah)
18. The Application of Personal Vocabulary Notes (PVN) Technique to Develop Students Vocabulary at The Second Year Students of SMA Muhammadiyah Kalosi Enrekang (Hariani)
19. Developing The Sixth Student Vocabulary Through Human Learning System of Private Primary School of Kampung Baru of Polman Regency (Sudarlam)
20. The Effectiveness of Based Problem Learning Strategy in Improving Students Speaking Skill at The Third Year Students of MA Bukit Hidayah Islamic Boarding School of Malino (Syafruddin Ishak)
21. Application of Exposition Strategy in Improving The Reading Comprehension of The Second Year Students of SMU Muhammadiyah Sungguminasa Gowa (Sunarti Pridayani)
22. Improving The Students Ability To Translate Texts Book Through Sentence Component Identivication (Muh. Ikhsan)
23. Using Skills Circuits to Improve The English Vocabulary Achievement of The Second Year Student at The MTs. Muallimin Muhammadiyah Makassar (Nurfaridah Budiman
24. Using Directed Reading Activity Strategy to Improve The Reading Comprehension of The Second Year Students of SMP Aisyiah Sungguminasa (Sukmawati)
25. The Roles of Args Model in Improving Students Motivation in Learning English Study at The Second Year Students of MTs. Pesantren Istiqomah Salumakarra Kec. Bupon Kab. Luwu (Nurwati)
26. Improving The Second Year Students Vocabulary of Madrasah Aliyah (MA) Madani Pao-Pao by Using Preview in Context (Rini Apri Susanti)
27. The Use of Guided Writing Procedures in Improving The English Writing Proficiency of The Second Year Student of SMA 1 Campalagian Polman Regency (Nasruddin)
28. Improving The Students Writing Ability Through The Circle Game at Muhammadiyah Sinjai (Yasni Siswani Syam)
29. The Effectiveness of English Technique As a Local Content at Elementary School (Study in Kec. Pitu Riawa Kab. Sidrap Academic Year 2007/ 2008 ) (Satrina)
30. The Casual Factors of The Third Year Students Difficulty in Learning Speaking at MTsN. 1 Wawotobi (Nirsan Yaningsih)
31. The Application of Directed Activities Redacted To Text (DADT) Method in Improving The Reading Comprehensions Ability of The Third Year Students of SMP 3 Ulilalau Soppeng Regency (Alimin)
32. The Effectiveness of Using English Song in Improving The Students Ability in Writing An Essay At The Second Year of SMAN 1 Bupon Kab. Luwu (Risqa)
33. The Use of Dictoglass To Increase The Students Speaking Achievement At The Third Year Students of SMP Negeri 1 Mattiro Sompe Kab. Pinrang (Anwar Arifin)
34. Study of The Effectiveness of Martessari Method in Kindergarten in Developing Students Skill (Besse Winda)
35. Sing Incidental Vocabulary Acquisition Method to Improve Students Vocabulary Mastery at The Second Year Students of SLTP Negeri 2 Pinrang (Rahmiati)
36. The Correlation Between The Students Learning Styles And Paragraph Organization Style at The English Education Department of UIN (Ahmad)
37. Motivating the Students With Disruptine Behavior in Learning English Through Brain Based Learning Method in Grade XI of SMA 14 Makassar (Resty Amaliah Sayuti)
38. Analyzing the Item Feasibility of English Test Used At SMA Negeri 9 Makassar (Khadijah Saenong)
39. Improving The First Year Students Achievement Through Recitation Techniques At MTs. DDI Majene (Mardiah)
40. Reducing Students Anxiety to Speak English Through Tense – Free Class Environment (A Study of The Third Year Students of MAN 1 Sinjai Utara, Sinjai) (Sudarmi)
41. Improving the Second Year Student English Speaking Ability Through Self Talk Strategy at MA Perguruan Islam Syekh Yusuf Sungguminasa Gowa (Muhammad)
42. The Implementation of Porto Polio Assessment in English Learning of SMUN 1 Pare-Pare (Zulkarnaen Sultan)
43. The Use of Start Simple Stories (SSS) Extensive Reading Method to Make The English Reading Learning Effective at The Second Year Students of MAN Model Makassar (Sutrismi)
44. Applying Top Down Processing Strategy in Improving Students Listening Comprehension at The Second Year of MA Islamic Boarding School Bone Regency (Muh. Fadli Mangenre)
45. Improving Students Reading Comprehension of The Second Year Students of MAN 2 Pare-Pare Through PSQSR (Tina Hastuti)
46. Improving The Students English Achievement Through Four by Four Thematic System at Grade XII of SMA Negeri 1 Bantaeng (A. Nunung Bakhtiar)
47. Improving The Second Year Students Listening Comprehension Skill Through The Application of JIGSAW Techniques at MAN 1 Makassar (Kartikawati)
48. The Effect of Cooperative Learning on Students Vocabulary Achievement Through The Application of Number Head Together to The Second Year Students at SMP 1 Bontotiro Bulukumba (Sri Andayani Lestari)
49. The Correlation Between The Students Prior Knowledge and Their Writing Achievement of The Third Year Student of MA Madani Alauddin Pao-Pao (Mardiana)

The Responses of Students and Readmes if Teachers For Developing of English Teaching System in KTSP Curriculum DDI Baruga (Rahmat)