JUDUL TERBARU

1. A STUDY ON THE FOURTH SEMESTER STUDENTS? ABILITY IN USING SIMPLE PRESENT TENSE IN WRITING DESCRIPTIVE PARAGRAPH OF ENGLISH DEPARTMENT AT THE UNIVERSITY OF MUHAMMADIYAH MALANG
2. AN ANALYSIS ON NITA SAYURI?S SUFFERING IN ARTHUR GOLDEN?S NOVEL ?MEMOIRS OF A GEISHA?
3. THE SECOND YEAR STUDENTS? DIFFICULTIES IN LEARNING ENGLISH SPEAKING AT MADRASAH ALIYAH NEGERI SUMENEP
4. AN ANALYSIS OF GRAMMATICAL ERRORS IN WRITING DESCRIPTIVE PARAGRAPH MADE BY THE FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
5. TECHNIQUES OF TEACHING SPEAKING AS THE EXTRACURRICULAR PROGRAM AT SMKN 2 MALANG
6. A STUDY ON THE DICTIONARIES CONSULTATION DONE BY STUDENT S TRANSLATORS IN TRANSLATING ENGLISH TEXT INTO INDONESIA
7. THE EFFECT OF GAMES ON SPEAKING ACHIEVEMENT OF THE FIRST GRADE STUDENTS OF SMP MUHAMMADIYAH I NGADIROJO PACITAN
8. `A STUDY ON SARAH?S STRUGGLE TO ESTABLISH JEWEL BUSSINESS IN DANIELLE STEEL?S NOVEL ?JEWELS?
9. A STUDY OF STUDENT?S PROBLEMS IN DAILY ENGLISH SPEAKING ACTIVITY AT SMA POMOSDA TANJUNGANOM NGANJUK
10. A STUDY ON THE DIFFERENCES OF TEACHING TECHNIQUES EMPLOYED BY MALE AND FEMALE ENGLISH TEACHERS AT SMA NEGERI I NGANJUK
11. THE PROBLEMS FACED BY ENGLISH TEACHERS IN IMPLEMENTING LESSON PLAN AT MTs PERSIAPAN NEGERI BATU
12. THE PROBLEMS OF DEVELOPING SYLLABUS FACED BY ENGLISH TEACHERS AT SMPN 03 BATU
13. A STUDY ON LEARNING STRATEGIES EMPLOYED BY HIGH ACHIEVER STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
14. THE METHODS OF TEACHING ENGLISH USED BY STUDENT TEACHERS OF THE EIGHT SEMESTER OF THE ENGLISH DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH MALANG AT SMAN 02 BATU
15. AN ANALYSIS OF ENGLISH TEACHING LEARNING PROCESS AT SDN SEMAMPIR I KRAKSAAN- PROBOLINGGO
16. A STUDY ON ?U AND I? ENGLISH CLUB AS AN EXTRACURRICULAR ACTIVITY AT SMUN 3 NGANJUK
17. THE PROBLEMS FACED BY THE TEACHERS IN TEACHING WRITING II TO THE FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF THE UNIVERSITY OF MUHAMMADIYAH MALANG
18. THE COMPLETENESS OF SYLLABUS DEVELOPMENT BASED ON THE COGNITIVE DOMAIN OF BLOOM?S TAXONOMY DEVELOPED BY THE ENGLISH TEACHER OF THE FIRST YEAR STUDENTS AT SMAN 1 NGUNUT TULUNGAGUNG
19. THE QUALITY OF ENGLISH SYLLABUS FOR SECOND YEAR STUDENTS DEVELOPED AT STATE SENIOR HIGH SCHOOLS IN PAMEKASAN
20. AN ANALYSIS OF SOCIAL CONFLICTS FACED BY SAMAN IN AYU UTAMI?S NOVEL ?SAMAN?
21. A STUDY ON MILITARY REGISTERS USED BY ?ARHANUD? COMMUNITY KARANGPLOSO MALANG
22. THE COMPLETENESS OF SYLLABUS BASED ON THE COGNITIVE DOMAIN OF BLOOM?S TAXONOMY DEVELOPED BY ENGLISH TEACHER OF GRADE TENTH AT SMAN 02 SUMENEP
23. THE ABILITY OF ENGLISH DEPARTMENT STUDENTS USING ADVERB CLAUSE TO SHOW TIME RELATIONSHIP
24. AN ANALYSIS OF JACQUES SAUNIERE?S MURDER IN DAN BROWN?S NOVEL ?THE DA VINCI CODE?
25. THE ABILITY OF ENGLISH DEPARTMENT STUDENTS USING ADVERB CLAUSE TO SHOW TIME RELATIONSHIP
26. A CONTENT ANALYSIS OF ESP TEXTBOOK FOR BANKING AND FINANCIAL MANAGEMENT DEPARTEMENT ?ENGLISH FOR BANKING? PUBLISHED BY LANGUAGE CENTER UMM PRESS BASED ON THE STUDENTS? NEEDS
27. THE EFFECT OF THE TECHNIQUE OF DRILLING IN TEACHING DIALOGUE ON SPEAKING ACHIEVEMENT OF THE SECOND YEAR STUDENTS OF SMA NEGERI III PAMEKASAN
28. FACTORS THAT MAKE THE STUDENTS INTERESTED IN JOINING ENGLISH CLUB AT INTERNATIONAL LANGUAGE FORUM (ILF) OF UNIVERSITY OF MUHAMMADIYAH MALANG
29. A STUDY ON THE FIFTH SEMESTER STUDENTS? PERCEPTION IN CHOOSING ELECTIVE COURSES IN ENGLISH DEPARTMENT
30. THE IMLEMENTATION OF SYLLABUS FOR ?READING I? AT ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF MALANG
31. AN ANALYSIS OF MEDIA USED IN IMPLEMENTING BEYOND CENTER AND CIRCLE TIME (BCCT) APPROACH AT TAMAN HARAPAN PLAYGROUP MALANG
32. THE STUDENTS? REASONS OF CHOOSING AN ELECTIVE COURSE AT ENGLISH DEPARTMENT UNIVERSITY OF MUHAMMADIYAH MALANG
33. A STUDY ON STUDENTS? AND TEACHER?S RESPONSES TOWARD THE TECHNIQUE IN TEACHING AND LEARNING VOCABULARY USING SONGS
34. STUDENTS` PERCEPTIONS ON TEACHING TECHNIQUES USED BY ENGLISH DEPARTMENT NATIVE SPEAKER UNIVERSITY OF MUHAMMADIYAH MALANG
35. STUDENTS? DIFFICULTIES IN COMPREHENDING READING TEXT AT THE EIGHTH YEAR OF MTs MUHAMMADIYAH 1 MALANG
36. COMMUNICATION STRATEGY USED BY THE NON-LOCAL TEACHER IN TEACHING ENGLISH FOR COMMUNICATION AT KBA OF UMM
37. A STUDY ON THE DIFFERENCES OF CULTURE BETWEEN WEST AND EAST FOUND IN ?SHANGHAI NOON? FILM
38. THE STUDY ON TEACHING STYLES USED BY EXTROVERT AND INTROVERT TEACHERS AT SMK PGRI 3 MALANG
39. ANALYSIS OF THE MAIN CHARACTERS? STRUGGLES IN ?KRAMER VS KRAMER? NOVEL BY AVERY CORMAN
40. A STUDY ON CLASSROOM MANAGEMENT IN TEACHING ENGLISH AT THE EIGHT YEAR OF SMP 2 SENDURO-LUMAJANG
41. THE COMPLETENESS OF SYLLABUS DEVELOPMENT BASED ON THE COGNITIVE DOMAIN OF BLOOM?S TAXONOMY DEVELOPED BY ENGLISH TEACHER FOR THE SECOND YEAR STUDENTS AT SMPN 02 BATU
42. THE ABILITY TO USE MODAL AUXILIARY IN SENTENCE TO EXPRESS PRESENT DEGREE OF CERTAINTY OF THE SECOND SEMESTER STUDENTS OF UMM
43. THE IMPLEMENTATION OF SEMANTIC MAPPING TO IMPROVE VOCABULARY OF THE EIGHTH YEAR STUDENTS OF SMP NEGERI 8 MALANG IN READING COMPREHENSION
44. THE IMPLEMENTATION OF BRAINSTORMING STRATEGY TO IMPROVE SEVENTH YEAR STUDENTS? OF SMP NEGERI 8 MALANG ABILITY IN WRITING DESCRIPTIVE PARAGRAPH
45. AN ANALYSIS OF HARRY POTTER?S PSYCHOLOGICAL CONFLICTS IN J.K ROWLING?S NOVEL ?HARRY POTTER AND THE ORDER OF THE PHOENIX?
46. A STUDY ON HARRY POTTER’S SOCIAL CONFLICT IN J.K. ROWLING’S NOVEL ?HARRY POTTER AND THE ORDER OF THE PHOENIX?
47. A STUDY ON THE STUDENTS? MOTIVATION IN LEARNING ENGLISH IN LANGUAGE PROGRAM OF SMAN 2 BATU
48. THE IMPLEMENTATION OF BLOOM TAXONOMIES IN TESTING SPEAKING AT SMAN 1 BANGIL
49. A STUDY ON STRATEGIES IN TEACHING READING COMPREHENSION USED BY THE TEACHER OF MA MODEL ZAINUL HASAN GENGGONG PROBOLINGGO
50. STUDENTS? MOTIVATION IN LEARNING ENGLISH SPEAKING IN AL-HIKAM ISALMIC BOARDING SCHOOL (STAI MA?HAD ALY)

ARTIKEL TERKAIT:

KUMPULAN 100 JUDUL SKRIPSI BAHASA INGGRIS \

KUMPULAN JUDUL SKRIPSI  

100 JUDUL PENELITIAN BAHASA INGGRIS 

100 JUDUL SKRIPSI BAHASA INGGRIS 

KUMPULAN JUDUL SKRIPSI BAHASA INGGRIS TERBARU 

KUMPULAN SKRIPSI BAHASA INGGRIS TERBARU
100 SKRIPSI BAHASA INGGRIS TERBARU
JUDUL SKRIPSI BAHASA INGGRIS
50 JUDUL SKRIPSI BAHASA INGGRIS

50 KUMPULAN JUDUL BAHASA INGGRIS TERBARU 2012

1. A STUDY ON STUDENT?S LEARNING STYLE PREFERENCES IN ENGLISH BETWEEN MALE AND FEMALE OF THE EIGHT GRADE AT SMPN 2 BATU
2. AN ANALYSIS ON THE SUBJECT-VERB AGREEMENT ERRORS IN WRITING PARAGRAPH MADE BY FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
3. AN ANALYSIS TEACHING LEARNING ACTIVITIES OF SPEAKING SKILL IN ENGLISH TEXTBOOK FOR SECOND YEAR JUNIOR HIGH SCHOOL BASED ON THE 2006 ENGLISH CURRICULUM
4. AN ANALYSIS TEACHING LEARNING ACTIVITIES OF SPEAKING SKILL IN ENGLISH TEXTBOOK FOR SECOND YEAR JUNIOR HIGH SCHOOL BASED ON THE 2006 ENGLISH CURRICULUM
5. THE IMPLEMENTATION OF TEACHER?S PREPARATION IN TEACHING ENGLISH AT ANAK SALEH KINDERGARTEN MALANG
6. THE IMPLEMENTATION OF GROUP DISCUSSION TO IMPROVE THE STUDENTS? SPEAKING PROFICIENCY IN ESP SPEAKING CLASS AT BAHASA INDONESIA DEPARTMENT OF UMM
7. THE ABILITY OF TRANSLATION STUDENTS IN TRANSLATING A DESCRIPTIVE ENGLISH TEXT INTO INDONESIAN
8. A STUDY ON THE USE OF MEDIA IN TEACHING ENGLISH AT SD MUHAMMADIYAH 08 DAU MALANG
9. THE DIFFICULTIES OF LEARNING SPEAKING FACED BY THE SECOND SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT UNIVERSITY OF MUHAMMADIYAH MALANG
10. THE ANALYSIS OF THE DIFFICULTIES FACED BY FOURTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH MALANG IN LEARNING ADJECTIVE CLAUSES.
11. A STUDY ON LEARNING STYLES USED BY THE STUDENTS IN ACCELERATION CLASS AT MAN 03 MALANG
12. A STUDY ON TEACHING STRATEGIES APPLIED BY THE TEACHERS IN TEACHING ENGLISH AT SMAN 1 KALABAHI
13. A STUDY ON THE USE OF MEDIA IN TEACHING ENGLISH AT SD MUHAMMADIYAH 02 GRESIK
14. A STUDY ON THE TECHNIQUE OF TEACHING LISTENING AT THE FIRST GRADE STUDENTS OF SMPN 1 TULUNGAGUNG
15. AN ANALYSIS OF TEACHING LEARNING ACTIVITIES OF READING COMPREHENSION IN ENGLISH TEXTBOOK FOR SECOND YEAR JUNIOR HIGH SCHOOL BASED ON THE 2006 ENGLISH CURRICULUM
16. THE FIRST YEAR STUDENT?S MOTIVATION IN LEARNING ENGLISH AT SMK NEGERI 3 PAMEKASAN ? MADURA
17. A Study on the Themes, Meaning, and Message, In Elton John?s song? Candle in the Wind? Based on the Death of Lady Diana The Princess of Wales.
18. A STUDY ON THE MESSAGES OF AGNES MONICA?S LYRIC ?DON?T?
19. A STUDY ON THE TECHNIQUES OF TEACHING ENGLISH TO HEARING-IMPAIRED STUDENTS OF SMP-LB PANCA BHAKTI MAGETAN
20. AN ANALYSIS OF DICTION AND MEANING USED IN A-MILD ADVERTISEMENT
21. AN ANALYSIS OF LUCIA CARMINE?S PSYCHOLOGICAL CONFLICTS IN THE NOVEL ?THE SANDS OF TIME? BY SIDNEY SELDON
22. THE STUDENTS? ABILITY IN ENGLISH VOCABULARY OF THE SECOND SEMESTER ENGLISH DEPARTMENT OF UNIVERSITY OF MUHAMMADIYAH MALANG
23. A STUDY ON THE FIGURATIVE LANGUAGE FOUND IN UNDERGROUND MUSIC USED IN THE LYRIC OF SLIPKNOT
24. A STUDY ON TEACHING SPEAKING AT THE SECOND YEAR STUDENTS OF ACCELERATED CLASS AT SMP NEGERI 1 MALANG
25. AN ANALYSIS OF BAD LANGUAGE USED BY ?SUM 41?s? LYRICS
26. A STUDY ON THE ENGLISH LEARNING STRATEGIES USED BY THE FIRST YEAR STUDENTS AT SMPN 1 SRENGATBLITAR
27. USING BOARD GAME TO IMPROVE VOCABULARY LEARNING OF FOURTH GRADE STUDENTS IN SDN KESATRIAN II MALANG
28. THE PROBLEMS FACED BY THE ENGLISH NATIVE SPEAKER AND NON NATIVE ENGLISH LEARNERS IN SPEAKING CLASS AT SMAN 10 MALANG
29. A STUDY ON TEACHING TECHNIQUES IN ENGLISH FOR YOUNG LEARNER PROGRAM GRADE VVI CONDUCTED BY ENGLISH DEPARTMENT STUDENTS ACADEMIC YEAR 2008 ? 2009
30. THE IMPLEMENTATION OF LESSON PLAN AT SMA MUHAMMADIYAH 1 PASURUAN
31. THE ANALYSIS OF SWEARINGS EXPRESSED IN ?THE VELVET ROPE DIARIES? NOVEL BY DANIELLA BRODSKY BASED ON STEVEN PINKER?S THEORY
32. THE IMPLEMENTATION OF LISTENING ACTIVITY AS THE EXTRACURRICULAR PROGRAM TO SUPPORT ENGLISH SUBJECT AT SMK NEGERI 3 PAMEKASAN AS INTERNATIONAL STANDARDIZED SCHOOL PILOT PROJECT
33. AN ANALYSIS ON CATHERINE?S SUFFERING IN SIDNEY SHELDON?S NOVEL ?THE OTHER SIDE OF MIDNIGHT?
34. THE PROBLEMS OF TEACHING SPEAKING IN SMANs IN MALANG
35. THE PROBLEMS OF LEARNING SPEAKING FOR HIGH SCHOOL STUDENTS IN MALANG
36. THE EFFECT OF ITEM ARRANGEMENT OF MULTIPLE CHOICE TYPE TEST ON STUDENTS ? SCORES AT SMPN 1 DOLOPO MADIUN
37. A Study on the Vocabulary Differences between Ngoko Cepu and Malang Javanese Language
38. AN ANALYSIS OF THE SOCIAL PROBLEMS ON MICHAEL JACKSON?S SONG LYRICS
39. A STUDY ON HIROKO?S SOCIAL CONFLICT IN DANIELLE STEEL?S NOVEL ?SILENT HONOR?
40. A STUDY ON THE SECOND SEMESTER STUDENTS’ MOTIVATION CHOOSING ENGLISH DEPARTMENT AT MUHAMMADIYAH UNIVERSITY OF MALANG
41. A STUDY ON THE SOCIAL CONFLICT OF SHAKESPEARE’S DRAMA “JULIUS CAESAR”
42. AN ANALYSIS OF RAPHAELLA’S GUILTY IN DANIELLE STEEL’S NOVEL“ A PERFECT STRANGER “
43. THE ANALYSIS OF “FUN” MAGAZINE AS SUPPLEMENT MATERIAL TO TEACH ENGLISH FOR YOUNG LEARNER
44. THE ANALYSIS OF “FUN” MAGAZINE AS SUPPLEMENT MATERIAL TO TEACH ENGLISH FOR YOUNG LEARNER
45. A STUDY ON SYMBOLS USED IN “SEMBONYO” CEREMONY IN PRIGI WATULIMO TRENGGALEK
46. TEACHER’S PROBLEM IN TEACHING VOCABULARY AT SDN 1 PERANTE (A CASE STUDY)
47. A STUDY ON VOCABULARY TEACHING TECHNIQUES USED BY THE LECTURER IN TEACHING VOCABULARY FOR THE FIRST SEMESTER STUDENTS AT THE ENGLISH DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF MALANG IN 2003
48. THE TECHNIQUES OF TEACHING ENGLISH CONVERSATION AT MADRASAH ALIYAH NEGERI LUMAJANG
49. ENGLISH SPEAKING PROBLEMS FACED BY STUDENTS AT e-DUTECH Business, Computer and Language Center (A CASE STUDY)
50. STUDY ON SYMBOLS IN “RUWATAN” TRADITION IN SUKOLILO TUBAN

ARTIKEL TERKAIT LAINNYA:
Kumpulan Judul Skripsi Bahasa Inggris
free download kumpulan skripsi
Skripsi Bahasa Inggris Terbaru

KUMPULAN 100 JUDUL SKRIPSI BAHASA INGGRIS 

KUMPULAN JUDUL SKRIPSI  

100 JUDUL PENELITIAN BAHASA INGGRIS 

100 JUDUL SKRIPSI BAHASA INGGRIS 

KUMPULAN JUDUL SKRIPSI BAHASA INGGRIS TERBARU 

KUMPULAN SKRIPSI BAHASA INGGRIS TERBARU
100 SKRIPSI BAHASA INGGRIS TERBARU
JUDUL SKRIPSI BAHASA INGGRIS
50 JUDUL SKRIPSI BAHASA INGGRIS

Cara Penggunakan Software

Cara Penggunakan Software Captcha Multi ID:

• Ketika Captcha muncul, ketik lalu tekan enter dan Captcha yang muncul jangan dibiarkan terlalu lama ID Anda bisa di block
•  Hindari terlalu sering buka tutup software setelah anda tutup sotware dan ingin buka lagi beri rentang waktu beberapa menit, biar tidak error.
  Berikut kami coba untuk mengulas cara jalankan Software Kolotibablo:
  
  Setelah Download softwear klik buka filex dan klik2x seperti gambar di bawah ini:

Klik di KB.EXEdua kali

Mulai kerja silakan klik add account dulu

Masukkan ke 5 ID Anda setelah selesai klik start work

Sselesai dan saatnya menghasilkan Rupiah, di bagian sound pilih on bila menginginkan adanya bunyi bila captcha muncul

Di bagian auto enter pilih offsaja

Untuk berhenti bekerja klik stop work

Bila Captcha sudah habis klik close me

Bila ingin berhenti sebentar, pause aja dengan cara uncentang pada tiap ID Anda dan bila ingin mulai centang aja lagi.

TINGKATAN LEVEL DAN BONUS KOLOTIBABLO

TINGKATAN LEVEL DAN BONUS KOLOTIBABLO

The beginner : + 0% of total input captcha: 0
Younger Sticker : + 2% of the total input captcha: 100
The senior Sticker : + 5% total input captcha: 1.000
Silver hammer : + 8% of the total input captcha: 5.000
Gold hammer : + 10% of total input captcha number: 10000
The smith : + 15% of the total input captcha: 18.000
The gold smith : + 20% of the total input captcha: 30.000
Kuvaldo : + 25% of total input captcha number: 50.000
Gold kuvaldometr : + 30% of the total input captcha: 80.000
The younger borer : + 35% of the total input captcha: 120.000
The senior borer : + 50% of the total input captcha: 170.000
Deformator : + 120% of the total input captcha: 250.000

Ket : Jika anda sudah mengetik captcha sebanyak 10000 captcha artinya anda sudah berada di tingkatan(level) Gold Hammer

Bonus : seorang Gold hammer akan mendapatkan bonus 10% dari hasil yang dia ketik

misal : earnedanda : $1 maka bonus anda : 1*10% = 0.1, , begitu pula di tingkatan-tingkatan berikutnya. .

DAFTAR DAN DOWNLOAD SOFTWEAR DI SINI

UNTUK MENDAFTAR KKIRIM SAJA SMS KE 085341741535 , E-MAIL ATAU YM MUH.AMINAMAL@YHAHOO.CO.ID
DENGAN FORMAT PENDAFTARAN :
 NAMA LENGKAP#BANK#NO. REKENING(UNTUK PEMBAYARAN ANDA)
CONTOH AMIN AMAL#MANDIRI#1234567890

Download softwarenya terlebih dahulu, Download di sini!. Bila Software kolotibablo tidak jalan Anda perlu instal Netframe 2.0 dulu, Download di sini!

Untuk Aktivasi Anda terlebih dahulu melakukan pembayaran Rp. 25.000,-  untuk biaya Aktifasi software.  Silahkan Anda melakukan pembayaran melalui rekening kami :

BANK MANDIRI SYARIAH    : 73036936171 a.n Muh Amin Amal

Setelah itu silahkan konfirmasikan ke kami via SMS ke 085341741535 atau E-mail muh.aminamal@yahoo.co.id dengan Format:

Sudah transfer ke BANK MANDIRI SYARIAH#Nama Anda

Setelah itu aktifasi id akan segera kami lakukan

seputar kolotibablo

Kolotibablo: Ngetik Captcha Dibayar Dolar up to $2 / hari

Ehm..Kolotibablo. Kolotibablo adalah sebuah situs yang menyediakan jasa pengetikan captcha salah satu yang terbesar, terpercaya dan benar benar membayar member ingat benar benar berbayar. Kita diminta menginput huruf, angka ataupun karakter sesuai dengan gambar yang ditampilkan. Jika input-an benar, maka kita akan dibayar.
Kolotibablo membayar sesuai bid percaptcha, semakin besar bid semakin besar bayarannya. Pengalaman ane, bid terbesar sekitar jam 3 - 7 pagi. Bisa sampai $1.2/1000 captcha. Cuma online 2-3 jam, sy bisa menghasilkan $0.5-$1 per hari. Lumayanlah, sebulan minimal $15 dolar. Bisa buat beli pulsa modem ama tambahan tagihan listrik ibu kos. Tinggal ketik captchax dan uang mengalir ke rekening anda langsung tanpa perantara. Lagian ngak repot kok kita yang atur wktu tempat dan hasilnya kita sendiri yang tentukan. Kita bias ngetik sambil download film, atw smbil begadang ma teman2 boleh jg hbs shalat subuh pokoknya pekerjaanx terserah kita gan.

Selain itu Kolotibablo mempunyai tingkatan level. Level akan naik jika kita mencapai jumlah checkpoint tertentu. Semakin tinggi level,, maka semakin tinggi persentase bonus yang kita dapat. Baru join seminggu, ane udah level Silver Hammer dengan bonus level 8%. Kalo di Captchatrader kita diharuskan menunggu waktu loading image captcha, lain halnya dengan Kolotibablo. Begitu kita teken enter untuk menginput, captcha baru udah keluar. Tergantung koneksi internet agan juga sih. Ane aja makai modem CDMA, lancar-lancar aja. Lagian kalo level makin tinggi, captcha yang kita dapat gak terlalu ribet-ribet (tapi yang ini relatif ...)

Sebenarx teman2 bsa aja mendaftar langsung di kolo tapi cumin 1 id jd ketika selesai ketik captchax tnggu loading dulu bru muncul captcha berikutnya tapi dengan menggunakan softwear captcha multi ID kita ndk tunggu loading lg lngsung sj ketik ID berikutnya jd tidak ribet dan hasilnya juga 5X lipat byangkan jika anda bekerja ngetik captcha 1000 per 1jam penghasilan anda Rp. 7000 dengan softwear ini penghasilan meningkat jd 5X sehingga potensi penghasilan jika anda bekerja minimal 3 jam sehari adalah 5 ID X 3 JAM X Rp. 7000 adalah Rp 105.000 perharinya bagaimana jika anda bekerja lebih dari 3 jam. Coba pikir berapa penghasilan anda perminggu dan perbulan anda lumayan kan langsung ke rekening anda. Jd tunngu apalagi skarang kesempatan anda buktikan bahwa anda bisa hsilkan uang melalui internet  silahkan daftar

Cara Keria Beserta Tips & Trik Dalam Pengetikan Captcha

Cara Keria Beserta Tips & Trik Dalam Pengetikan Captcha

• Bekerjalah secukupnya bebrapa jam secara teratur dan contimue. Sperti sejam di pagi dan sore hari
• Tidak usah kerja mati-matian tidak mmengenal kenal waktu yang akhirnya kinerja turun dikemudian hari.
• Jangan pesimis karena sudah berhari-hari kerja namun belum mencapai minimum pembayaraan.
• Di kolotibablo mengenal istilah posisi tingkatan/level yang akan mempengaruhi penghasilan, untuk pemula dituntut kesabaran hingga mencapai potensi peghasilan 0.5$-2$ perjam
• Agar sukses di bidang apapun dibutuhkan kerja keras begitu juga di kolotibablo untuk sukses anda harus kedja keras dan teratur, sabar dan teliti
• Klik Start -> Run Isikan “PING 209.212.145.39 –t" . Kemudian ENTER dengan ini, captcha dapat masuk sekitar 4x lebih cepat daripada biasanya.
• Bukalah Task Manager dengan cara menekan CTRL + ALT + DEL
  Carilah program KB.exe kemudian klik kanan pada KB.exe --> Set Priority --> Realtime, kemudian akan muncul Warning klik Yes kemudian tutuplah taskmanager Anda, dengan begini kecepatan sofware kolotibablo pun akan bertambah 3x lebih cepat dari biasanya, captcha pun muncul lebih lancar.
• Dalam Pengetikan jika ada Captcha yang muncul dan dibiarkan terlalu lama ID Anda bisa di block
• Bila ada dua kata, pisah pake spasi
• Kalau ada huruf yang dipisah2 seperti KL MI TY tulis aja KLMITY
• Jika yang muncul gambar jawab dengan bahasa inggrisnya misal mobil: car
• Bila ada case sensitif maka sesuaikan besar kecil hurufnya, kalau gak ada intruksi , pakai huruf kecil semua
• Kalau ada special karakter seperti .{})*&^$#@ atau yg lain  tidak usah di tulis, tulislah angka dan huruf saja
• Bila ada penjumlahan langsung tulis saja hasilnya mis: 2+8 ketik aja 10
• Kalau yang muncul benar2 tidak bisa dibaca tekan ESC aja
• Bila ada salah satu ID yang tidak muncul captchanya, loading terus, submiting terus coba uncentang dan kembali centang ID tersebut.
• Perlu dipahami bahwa dalam pengetikan ini sekali lg perlu kerja keras yg secara continues dilakukan insya allah anda akan mendapatkan hasil memuaskan SABAR & TELITILAH

concept of vocabulary

1.    The Concepts of Vocabulary
a.    What is Vocabulary?
Vocabulary is very important in language. When we learn the language it means that we learn the words of the language. Vocabulary can be defined, toughly as, the words taught in the foreign language.  However, a new term of vocabulary may be more a single word, which is made up of two or three words but express a single idea. 

To make it clear to the explanation in this case, we can discuss some definitions of vocabulary stated by some experts below.
Good (1959) in Dictionary of Education defines vocabulary as: 1) the content and function words of a language which learned so thoroughly that they become a part of the students understanding, speaking, later reading, and writing vocabulary, and 2) words having meaning when heard or seen even though not produced by the individual himself to communication with other.
While, Hornby (2000) in Advance Learner’s of Current English says that vocabulary is: 1) All the words that a person knows or uses, 2) All the words in a particular language, 3) The words that people use when they are talking, 4) A list of words with their meaning in a book for learning a foreign language.
In line with this, Webster (1983) states that vocabulary is a list of words and sometimes, phrases, usually arranged in alphabetical order defined as a dictionary, glossary, or lexicon; all the words of a language; and all the words used by a particular person, class, profession, etc.
Observing all definitions having been formulated by the experts above, we can conclude that vocabulary is the meaning of the words, English language in the broadest sense used not only in speaking and writing, but also in reading and listening. The meaning vocabulary is not the meaning in isolation, but also the meaning according to the context. The meaning of words we find in dictionary is one of the very frequent meanings attached to the words

b.    Types of Vocabulary
Vocabulary is the stock of lexical items in a language. For the purpose of learning and teaching activities, it can be classified into two kinds, namely receptive and productive vocabulary. Receptive vocabulary refers to words for lexical items which only can be recognized and comprehended in the context of reading and listening material. Productive vocabulary refers to words which can be recalled and used appropriately in writing and speech. Sometimes they are so difficult to be distinguished because a word that a student has in his or her receptive store may suddenly become productive if the situation or context provokes to be a permanent state of affairs.
Harmer (1991) states that there are two types of vocabulary:
1.    Active vocabulary refers to the vocabulary that the students have been taught or have learned and which they are expected to be able to use.
2.    Passive vocabulary refers to the vocabulary that the students do not frequently use but can be recognized and understood the meaning both in textual and oral contexts.
Similarly, Legget et., al. (1982) point out that in a sense, every person has two types of vocabulary:
1)    Passive or recognition vocabulary which is made up of the words. One recognizes in the context or reading material, but he does not actually use himself.
2)    Active vocabulary which consists of working words. One uses daily in writing and speaking.
While Schail (1967) states that everyone has three types of vocabulary as follows:
1)    Active. These are the words one customarily uses in speaking. The active vocabulary probably runs from 5.000 to 10.000 words.
2)    Reserve. These words are known but rarely use in ordinary speech. One will use them in writing a letter, or when he has time to consider or when he is searching for a synonym.
3)    Passive. The words one recognizes vaguely but is not sure of the meanings. He never uses them in either writing or speech. He just knows that he has seen them before.

And more specific of vocabulary division is pointed out by Good (1959), which can be divided into four types:
1)    Oral vocabulary refers to words that a person employs them in expressing ideas orally and actively.
2)    Writing vocabulary refers to words that commonly used in writing.
3)    Listening vocabulary refers to words that a person can understand when they are heard.
4)    Reading vocabulary refers to words that someone can recognize them when he finds them in written form.

c.    The Importance of Vocabulary
A good command of vocabulary is one of the most important aspects in learning foreign language, like English, because the ability of the language learners to read and comprehend the subject is relatively determined by their vocabulary command. A large vocabulary helps you to express your ideas precisely. Vividly and without repeating yourself in composition, you cannot do well in comprehension without a large vocabulary, for the passages and questions involve a range of words much wider than that of daily conversation.
Every one has two kinds of vocabulary which are often called passive and active vocabulary. Passive vocabulary is made of all those words one recognizes in written and oral content. The second consists of the words which are actually used in everyday speaking and writing.
Smith and Johnson (1980) categorized the processing and utilization of individual’s vocabulary as follows:
Process     :        Oral     Written
Receptive     :        Listening    Reading
Productive     :        Speaking    Writing
    This figure indicates that we receive vocabulary through bout auditory (listening) and visual (reading). We generate or produce language both orally (speaking) and through the medium or print (writing).
The problem of foreign learners of English concerning English vocabulary is how to recognize the words in reading. For students’ who learn to read, enriching passive vocabulary is an essential task.
 In order to communicate well through English, the learners need to know a lot of vocabulary. Knowing a lot of vocabulary by means of communication process may not be separated from the importance of the functional approach of the language. Having a lot of vocabulary can help the learners to the progression according to the functional needs.
After the students learn some words, they do not encounter those words very often in a new context or passage, those words are easy to forget, because the students are not familiar with or accustomed to those words. So habituation and practice seems to be very important to maintain and improve of using proper vocabulary in some situation.

d.    The Principle of Teaching and Learning Vocabulary
As we know that learning a foreign language is more difficult. So in this case, to learn a foreign language includes English, it is necessary to use a certain method in teaching a lesson to the students.
In the process of teaching, particularly the teaching of a foreign language, method serves as an important factor, and should be given special attention and high priority in order to achieve the goal of teaching.
To create a successful vocabulary teaching, it is concerned with factors to consider in choosing vocabulary. So the teacher should have the procedures or methods to teach vocabulary. Also the teacher must decide the appropriate technique needed for teaching different item types.
Wallace (1989) indicates nine principles of teaching and learning vocabulary as follows:
1.    Aims
In teaching vocabulary, we have to be clear about our aims, how many of vocabulary listed we expect learners to be able to grasp what we have been taught. If it is not clear on this point, it will be difficult to assess how successful the vocabulary learning we have taught to our students.
2.    Quantity
Having decided on what involved in vocabulary learning, we may then decide on the quantity of vocabulary to be taught, the number of new words that our students can learn. If we expect the words that will be taught become part of the student’s active vocabulary, then we put the number of words as low as around five to seven new words.  Clearly, the actual number will depend on a number of factors varying from class to class and learner to leaner. When there are too many words, the students may become confused, discouraged, and frustrated.
3.    Need
To decide what vocabulary is to be taught to the students, the teachers use courses book or syllabus.
In any cases, the teachers in choosing the vocabulary to be taught will refer to the aims of the course and the objectives of individual lessons. It is also possible for the teachers, in a sense, to give the responsibility of choosing vocabulary to be taught to the students. In other words the students are put in a situation where they have to communicate the words they need, as they need them, using the teachers as in informant.
4.    Frequent Exposure and Repetition
In teaching and learning vocabulary, there have to be certain amount of repetition until there is evidence that the students can recognize the target words. The simplest ways of checking that the learning had been done is by seeing whether the students can recognize the target words and identify their meanings. If the words are to be part of the students’ productive vocabulary, they must be given an opportunity to use them as often as necessary to recall the words with the correct stress and pronunciation.
5.    Meaningful Presentation
In the presenting the vocabulary lessons, the students must have a clear and specific understanding of what words denoted or referred to. This requires that the words will be presented in such a way that their denotation and references are perfectly clear and unambiguous.
6.    Situation Presentation
The way in presenting the words should be appropriate to students’ situation. With a favorable condition, enough time consuming and a convenient method, the students will automatically success in learning vocabulary.
7.    Presenting in Context
Words very seldom occur in isolation, so it is important for the students to know the usual collocation that words occur in. Collocations are words that are commonly associated. In this sense, through reading material, new words or unfamiliar words can be presented as a medium in teaching vocabulary.
8.    Learning Vocabulary
Learning vocabulary in the mother tongue and in target language. In teaching the target words, teacher may use words of the mother tongue as a tool to compare similarities and differences of the words.
Wallace (1989) states that there are five steps to learn or to achieve vocabulary in the mother tongue and in the target language as follows:
a.    There is a felt need.
b.    The learner is exposed to an enormous quantity of his own language with tremendous scope for repetition of what he learns.
c.    The learners control his own rate of learning
d.    The target language is nearly always encountered in appropriate situation and in the appropriate context.
e.    Since the words are learnt as they arise out a felt need in a particular situation, they usually have their denotation.
9.    Inference (Guessing) Procedures in Vocabulary Learning
Guessing is also one of the strategies in learning vocabulary in which it leads students to think the meaning of the words taught. The students infer the meaning of words by listening or reading them used in certain context and certain situation.

kinds of reading

Kinds of the Reading 

Nasr (1984:78-79) divided reading into two kinds. Namely: silent reading and oral reading.

a. Silent reading

The main aim in silent reading is understand. We can do silent reading faster than oral reading because silent reading there is no oral expression

b. Oral reading

Someone has firstly good pronunciation to do oral reading well. In oral reading the students not only read the passenger to be understood but also read orally. The passenger are given in oral reading, the students will get experience in producing to with could be practiced as many time as possible.

c. Comprehension

Comprehension is always directed and controlled by the needs and purpose of the reader, there for the reader can not read with good comprehension. If the subject of the text is one who does not know and has no real interest in it. In comparing between reading and comprehension. Hornby, A.S (1998) said that reading comprehension is a term to identify those skills needed to understand and apply that information contained within written material.

concept of reading

 Reading

Reading is the process of putting the reader in the contact communicating with ideas (Hornby, A.S, 1998). Reading is a process of looking at written language symbols, converting them into overt or covert speech symbols and then manipulating them so that both the direct (overt) and implied (covert) ideas intended by author maybe understand (Hafner, L, E, & Hayden. B.J., 1982:7) but, according  Haris, J.A., & Edward R.S (1979:27) states that reading is as result of the in play between perception of graphic symbols that represent language, and memory traces of the reader’s past verbal and non verbal experiences. Meanwhile, comprehension is an active process that involves that child’s integration of prior knowledge with information in the text in order to comprehend that text. Among the major goals of reading instruction is the development of learners who understand.

Reading is a complex process, every writer gives reason in his or her to establish meaning. Charles in Hamka (2005:9) stated that reading is a transmitting of information process where the author is regarded as the informant and the reader. In other hand is receiver during reading process the reader interacts with the author directly.

According to Mark A. Clark and Sandra in Hamka (1988:15) define that reading is an active cognitive process of interacting with print and monitoring comprehensions to establish meaning.

2. Reading Comprehension

In connection with that, Hornby, A.S (1998) states that reading comprehension is not just reading with a loudly voice but reading established to understand the meaning of word, sentences, and paragraph senses relationship among the ideas. If the students just read and cannot understand the content of the text, it means that the fails in comprehensions. Than, according Smith and Johnson, (1978:56) state that reading comprehension means the understanding, evaluating, utilizing of the information and gained through an interaction between reader and author.

According to Reinking and Scenery in Hamka (2006:9), they stated that reading comprehension understanding what has been read. It is an active thinking process that depends not only on comprehension skill but also the students experience and prior knowledge comprehensions involve understanding vocabularies, seeing the relationship among words and concept, making judgment and evaluating.

Based on definitions above, we may concluded that reading comprehension is such us a kind of language between an author and a reader in which the written language become the medium that cause the dialogue happen when the  persons communicated through the print.

concept of writing

1.      Developing Classroom Speaking Activities Theory to Practice

The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course in the basis of how well they feel they have improved in their spoken language proficiency. Oral skills have hardly been neglected in EFL/ESL courses (witness the huge number of conversation and other speaking course books in the market) though how best to approach the teaching of oral skills has long been the focus of methodological debate. Teachers and textbooks make use of a variety of approaches, ranging from direct approaches focusing on specific features of oral interaction (e.g. turn taking, topic management, questioning strategies) to indirect approaches which create conditions for oral interaction through group work, task work and other strategies (Richards, 1990:67).

In designing speaking activities or instructional materials for second or foreign language teaching, it is also necessary to recognize the very different purposes for which our students need speaking skills.  

2.      Functions of Speaking

Numerous attempts have been made to classify the functions of speaking in human interaction. Brown and Yule (1983) made a useful distinction between the interactional functions of speaking (in which it serves to establish and maintain social relations), and the transactional functions (which focus on the exchange of information). In workshops with teachers and in designing my own materials I use an expanded three- part version of Brown an Yule’s framework (after Jones 1996 and Burns 1998): talk as interaction: talk as transaction: talk as performance. Each of these speech activities are quite distinct in terms of form and function and require different teaching approaches.

a.      Talk as Interaction

This refers to what we normally mean by “conversation” and describes interaction which serves a primarily social function. When people meet, they exchange greetings, engage in small talk and chit chat, recount recent experiences and so on because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each than on the message.

Some of the skills involved in using talk as interaction are:

1)     Opening and closing conversations

2)      Choosing topics

3)      Making small talk

4)      Recounting personal incidents and experiences

5)      Turn-Taking

6)      Using adjacency-pairs

7)      Interrupting

8)      Reacting to others

b.      Talk as Transaction

This type of talk refers to situations where the focus is on what is said or done. The message is the central focus here and making oneself understood clearly and accurately, rather than the participants and how they interact socially with each other.

In interactions talk is associated with other activities. For example, students may be engaged in hand-on activities (e.g. in a science lesson) to explore concepts associated with floating and sinking. In this type of spoken language students and teachers usually focus on meaning or on talking their way to understanding. Jones (1996:14).

Some of the skills involved in using for transactions are:

1)     Explaining a need or intention

2)     Describing something

3)     Asking questioning

4)     Confirming in information

5)     Justifying an opinion

6)     Making suggestions

7)     Clarifying understanding

8)     Making comparisons

9)     Agreeing and disagreeing

c.      Talk as Performance

The third type of talk which can usefully be distinguished has been called talk as performance. This refers to public talk, that is talk which transmits information before an audience such as morning talks, public announcements, and speeches.

 Some of the skills involved in using for performance are:

1)     Using an appropriate format

2)     Presenting information an appropriate sequence

3)     Maintaining audience engagement

4)     Using correct pronunciation and grammar

5)     Creating an effect on the audience

6)     Using appropriate vocabulary

7)     Using appropriate opening and closing

THE USE OF ENGLISH COMICS TO IMPROVE STUDENTS’ ABILITY IN STORY RETELLING

THE USE OF ENGLISH COMICS TO IMPROVE STUDENTS’ ABILITY

IN STORY RETELLING

A. Background

English is an important means of communication, which is used by many countries in this world. It plays an important role as an international language. This is why the Indonesian government chooses English as the first foreign language to be taught in schools (Ramelan, 1992:3). English is introduced as a compulsory subject to be taught from the seventh year of Junior High School up to the twelfth year of students and as a local content subject in Elementary school.

The writer wants to discuss one of the many problems connected with English learning. English learning problems can take place both at home and at school. The teacher and the students are different, and therefore, we might find different motivations for learning as well. At school, the problems may appear when the class consists of a big number of students. The noisy class does not only disturb the students who really want to study, but also influence the students’ concentration to the subject given in class. The condition like this can make the students feel bored and do not like to study. At home, the problems may appear

when they recall the subjects from school and they still do not understand the lesson and none of the people at home can help them. If this condition continues they will feel very bored and not interested in studying English. In this case the teacher’s role is very important, that is to encourage them to study harder and better.

In addition, students’ problems are not only from the classroom environment but also from the students themselves. The reality we often see is that, in fact, many students master the theory better than practice. For example, in speaking, they may have the knowledge of how to speak, but in practice they find difficulties. They lack self confidence. To build their confidence, students need more practice so that teachers are suggested to create and use interesting method. One of such the methods is story retelling. Generally, story retelling is liked by the students because they like stories. It is also an appropriate method for the

students at their age.

In order to make story retelling more interesting, good media are needed. The term ‘media’ is defined by Brown: J. W, Richard B. L, Fred F: H (1969: 2-3) as tools or the physical things used by a teacher to facilitate the instruction. According to Gerlach and Elly (1980: 245), to select the appropriate media, the teacher must consider the characteristics of the students, which directly related to the learning process such as verbal abilities, visual and audio perception skills. Other factors which also ought to be considered in media selection come from our instructional system model, that is, the organization of groups, the time available and the space in which the media will be used (Gerlach and Elly: 255).

Comic is one of the many media to teach story retelling. Comics are an art form using a series of static images in fixed sequence. Using English comics as a means for teaching story retelling can be very pleasing and interesting for the students. By using English comics students will be more interested and more active in learning. They will feel something new and different from what they usually get in their class. The writer hopes that with the use of English comics they will be active as participants and they have more a chance to express their minds, emotions, feelings and attitudes.

Improving the Students’ Ability to Write Paragraph by Using Flowchar

CHAPTER I

INTRODUCTION

            This chapter deals with background, problem statement, objective, significance, and scope of the research.

A.    Background

English language has a central role in developing intellectual, social, and emotional competence to students. It is also an important tool in learning and developing sciences, technology, and art. Language learning is expected to help students to recognize themselves, their culture and another culture. Besides, it also helps students to express their idea, thought, and feeling. In addition, they are able to participate in society and even to find and also use their analectic and imaginative ability.

1

In the competence based curriculum, the students are expected to be able to communicate. The ability to communicate is the ability to understand and produce discourse of which it can be realized in four language skills, namely listening, speaking, reading, and writing. Moreover those four skills should be applied in real life. Hence, English subject needs to develop those skills. In order that, the students are able to communicate and make discourse in English language in certain literacy level.

Writing is one of the language skills that play an important role in human communication. The important of writing is coming to be more and more recognized. It is through the written mark that links with the outside word are formed.

There is no doubt that English writing is important as the other three-language skill. The ability to write is frequently demanded in many occasions in our life.  For many reasons writing skill is crucial to most people. Adelstein and Vipal (1980) express that in all subjects in our life or in all profession, the ability to write or express oneself clearly is essential basic for success. Writing is crucial meaning of human communication. It is used to communicate with other people in society and to express our feeling and opinions. Writing means of both communication and self expression.

Heaton in Noni (1984:126) states that many students still encounter difficulties in writing because it is complex and difficult. In studying English, many students who study in the tertiary level still often make errors in writing through they have learned it for many times, even years.

In writing we need a good idea in order to produce a composition or written material. If students have no good ideas they will get boring and not interesting in it. For writing subject, students must have idea about what will they write and how far they know about the topic, sometimes they have to choose one theme and then decide one topic, finding the appropriate word to express an idea.

Writing through process helps students become aware of their skills. Pulitzer Pricze Winner, Donal Murray in Supriadi (2008) say that creative writing is not only to communicate information, but also to make the reader care about that in formation, makes his felling, experiences, gets under his skin must be developed by encouraging students to discover who they are and what they have to say. After that, they put words into sentences, into paragraph and paragraps into free of composition.

Because of the difficulties of writing, teacher should give more attention to teach writing skill to increase the students’ ability to write. One of the way of increasing the students’ attention in writing is to provide media, which are interesting to them. One kind of useful media in teaching process is visual aids like ficture, flowchart, etc.

In relation to the importance of meaningful material, the researcher has an alternative to use flowchart. Especially flowchart to help the students to express their idea or opinion in to written form, but sometimes they have a limited idea and make their writing dead.

Flowchart using fictures symbolizes or signs for kinds of work and certain function. It fictures only essential commands and is effective to design structured programs. The use of flowchart can be used as on alternative media in writing because it serves both visual aids and minds mapping.

Refering to the explanation above, the writer is interested to conduct a research at SMP Negeri 4 Makassar. So through flowchart, it tends help the students to express their ideas easier. Experienced writers often return to flowchart whenever they are stuck for ideas or words. It gives them writing power.  

Based on the explanation above, the writer carries out the research under the title “tImproving the Students’ Ability to Write Paragraph by Using Flowchar of the Second Year Students at SMP Negeri 4 Makassar”

B.     Problem Statement

Based on the previous background, the writer formulates a research question as follows:

1.      Is the flowchart effective to improve the students’ ability of the second year students at SMP Negeri 4 Makassar to write paragraph?

2.      Are the students interested in using flowchart to write paragraph?

C.    Objective of the Research

To find out whether or not of the using of flowchart can improve the ability of the second year students of SMP Negeri 4 Makassar to write paragraph. Moreover, it is to find out the students’ interest to write paragraph by using flowchart.

D.    Significance of the Research

The result of this research is expected to be a piece of useful information for teaching in general, in particular for those who teach English in SMP Negeri 4 Makassar. In addition, it is intended to find out the ability of the second year students to write paragraph and apply flowchart as one alternative media in teaching writing.

E.     Scope of the Research

This research is under applied linguistics and restricted to the use of flowchart in improving the ability of the second year students of SMP Negeri 4 Makassar to write paragraph.

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