Document 6507629

Jumal Ilmiah "AL-RIBAATH" LPPM UMP Vo1.7 No.2, Juni 2010
ISSN: 1412-7156
HOW TO TEACH READING:
Some Basic and Practical Considerations
Ikhsanudin
Read! In the name of your Lord Who has created (all that exist).
He has created manfrom a clot. Read! And your Lord is the
Most Generous. Who has thought by thepen. He has thought
man that which he knew not. (QS. Al-'Alaq 96:1-5)
1. Prologue
Teaching is not simple. No
magic words, like _,uabracadabra" for
teaching. It is a process of facilitating
students to change themselves. It is
different from preparing instant noodles
or making brownies. With the same
materials, ingredients, and process,
brownies or instant noodles can be
produced in the same quality. On the
contrary. we never produce the same
achievement even we have the same
student, the same teaching materials.
and the same procedure. When we are
teaching, we work with human. Human
is the most sophisticated creature.
Gardner has proven that human beings
have multiple intelligences.
What about teaching reading?
What should the teachers do in order
their students can read effectively and
efficiently?
2. Historical Preview
Teaching human to be able to
communicatehas been a long history. It
is as long as human history.
Traditionally language was thought
formally by translation and grammatical
analysis and Latin Grammar was the
standard. Language teaching was done
by translating reading texts, particularly
literary works, and discussing the
grammatical items existed in the
reading texts. That way of teaching has
been called Grammar
Method (GTM).
Tanjungpura
University
Pontianak
Translation
Modern langucme teaching was
started in early zo" Century. Only after
modern ling·uistics was found by de
Saussure in Europe, language studies
have been done to natural languages oral expressions. However, languages
were only studied in structural
perspective. In more practical work,
Bloomfield followed de Saussure's
approach to study languages in
America. Bloomfield book seems to
have been influenced very much by
behaviorist psychological point of view.
Before Bloomfield published his book,
Skinner in America published his
experiment on stimulus-response. At
almost the same time Pavlov in Russia
did experiment with the same
conclusion as Skinner's finding. Those
linguists and psychologists influenced
many language teachers in teaching
languages and materials developers in
writing books and teaching materials.
Teachers drilled their students by
providing
stimulus,
waiting
for
response, and giving reinforcement.
Books, such as English 900 and
Mastering American English were very
famous and used all over the world to
teach English.
Behaviorist era then followed by
nativist era when Chomsky (1965)
found Language Acquisition Device
(LAD) and Lenneberg (1967) explained
the innateness hypothesis. According to
tt'lis view, language is acquired very
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effectively by infants and children. It
was suggested that language teaching
should be adapted to the process of
language acquisition by children. Up to
1980s this approach had been very
popular, especially supported by
Krashen's
works.
Communicative
approach emerged right sociolinguistics
was found. One of outstanding works
influencing communicative approach is
Hymes
(1964).
However,
in
philosophical investigation, Wittgenstein
(1953), Austin (t 962). and Searle
(1975) have been also very strongly
innuenclng
the
immergence
communicative approach. Until 1980s
as well,
various methods and
approaches had been formulaled, such
as Direct Method (DM), Audio·Ungual
Method (AlM),
Silent Way (5W).
Suggestopecfia, Commvnlty Language
Leamlng (CLL). The Total Physical
Response Method (TPR), Natural
Approach (NA). Language Immersion
Approach (L1A), and Communicative
Languago Toachlng (CL T).
It was Anthony (1963) who first
clearly
described
the
concepts
approach, method, and technique. A
language teaching method must be
based on a certain approach and a
technique be based on a certain
method. In the other words, an
approach may have methods and a
method may have techniques. Such a
theory had dominated the development
of approaches and methods in
language teaching until Richards and
Rodgers (1986) pubfished a similar
concept with a slight modification and
revised in 2001, According to them, a
method is a whole conceplthat consists
of approach, design. and procedure.
By the end of 19805, as Brown
described, the history of language
teaching, characterized by a series of
"methodological"
milestones.
had
changed its course. Teachers and other
professionals in language pedagogy
have left the concept of method as it
was used previously. Since then
postmethod era has started. "Method'
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with capital OM' has referred to fixed
set of classroom practiced that serve as
a prescription while "method" with noncapital om' has referred to any mean of
a wide variety of classroom practices
(Brown 2007:40-41). More rneihods
then have been unearthed by teachers
and teaching professionals. The same
thing has happened in Indonesia since
PKG was started in support of World
Bank loan in the same period. Many
5anggar
PKGs
(SPKGs)
was
developed and teachers have become
more creative in designing their
classes.
3. Beliefs
.. To be powerful, teachers must
teach based on their beliefs. Teaching
cannot be done by imitating somebody
else's way - just jump on the
bandwagon. As gurus, teachers must
be responsible to their student's
success. That is why; they must give
their students the best things they have,
and they must really believe that the
things are really the best. So, when
teaching language, teachers musl know
what language is and what language
teaching is.
There are many perspectives to
view language and language teaching,
One of the most outstanding ones is
language as a means of cornmunicatlon
and language teaching must be led to
an
outcome that students can
communicate effectively and effiCiently.
Such a perspective has become
crystallized
as
Communicative
language Teaching (CLT) and has
been a widely accepted paradigm in
language teaching. In Savignon's point
of view, language skills (listening.
speaking. reading, and writing) are
integrated, They are used together in
communication: to interpret, to express,
and to negotiate (2001:14-15). ClT is
not new at all. It is taken trom
Communicative Approach's principles.
In agreement with it, Brown
(2007:46-47)
listed
seven
Jumol Ilmiah "AL-RIBAATH"
lJ'PM UMP Vol.7 No.2, Juni 2010
characteristics of a Cl T approach.
Rrst, overall goal; it suggests a focus
on aU of the components of
communicative competence. Second,
relationship of form and function;
language teaching should be developed
to engage learners in the pragmatic,
authentic, and functional use of
language for meaningful purposes.
Third, fluency and accuracy: students'
fluency
in
comprehension
and
production are as important as their
accuracy in expression production to
support communication. Fourth, focus
on real-world contexts; students must
be exposed to real life contexts of
communication and are facilitated to
learn to use language in those contexts.
Fifth,
autonomy
and.
strategic
involvement; students are facilitated to
focus on their own teaming process
through increasing their awareness on
their own styles of learning and through
the development
of
appropriate
strategies for communication. Sixth.
teacher roles; the roles of the teachers
are facilitating and guiding. but not as a
figure who know everything. Seventh,
student roles; students are active
participants in their own learning
process.
Task-based language Teaching
(TBl T) is the core or the heart of CLT
(Ellis 2003). In TBl T, the core of the
teaching is tasks. Among various
description of task, Skehan (1998) as
cited by Brown (2007) defined task as
an activity in which: (1) meaning is
primary;
(2)
there
is
some
communication problem to solve; (3)
there is same sort of relationship to
comparable real-world activities; (4)
task completion has some priority; and
(5) the assessment of the task is in
terms of outcome.
Of course, teachers may take
other
perspectives
of
language
teaching, such as Leamer-Centered
Instruction (LCI), Cooperative learning
(el), Interactive Learning (Il), Whale
language Education (WlE). ContentBased
lnstruction,
and
other
lSSN: UIZ-7IS6
perspectives that may emerge in the
near future. However, without having a
strong belief in a certain perspective to
use, teacher will very possibly just get
confused with what they wilt be doing.
There is a very important
homework for English teachers in
Indonesia. It is the fact that Engiish is
used as a foreign language. In nanonal
examination, English is also tested as a
foreign language.
4. Reading and Reading Materials
i
Besides
for
national
examination preparation, there are still
many reasons why teachers Should get
their students read ~nglish texts. In
their posnion as students, student may
need reading for various purposes. As
Harmer (2007:99-100) said. student
may need reading for their careers, for
study purposes, or just for pleasure. For
him, reading can also help language
acquisition. If the students understand
what they read, the more they read. the
better they get to it. Reading also has
positive effect of the students'
vocabulary,
knowledge.
grammar,
punctuation, and many others. There
are two different types of reading,
extensive and intensive reading. He
defined extensive reading as a 'reading
which students do often (but not
exclusively) away from the classroom:
In opposition. intensive reading was
defined as "the detailed focus on the
construction of reading texts which
takes place usually (but not always) in
classrooms."
In my opinion, the focus of those
reading is nat on whether it is in a
classroom or not but on the materials.
In extensive reading, students are free
to choose the reading materials based
on their preference from various
sources. Of course, most of such
reading materials are available out of
classrooms. Such a reading activity is
not for classes. Two other terms are
often used to refer to this kind of
reading. re'ading for pleasure and
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"AL·RIBAAl1l" Ll'PM UMP Vo1.7No.2. JU>li]()J(I
reading for joy. Intensive reading. on
the other hand, focuses on materials
that are prepared for reading classes
(but not necessarily in classrooms) with
activities accompanying them. So, the
studenls' activities are focused on
directions and questions prepared with
the reading materials, In this kind of
reading students are much less freer
than in the extensive one.
Intensive reading materials are
usually in different level of dirficully from
those of extensive reading. Since they
are used for specific group and
situation for learning, intensive reading
materials are usually of pedagogical
materials and unnatural. They are
design or simplified' in such away that
they meet the readers' background by
avoiding or omitting vocabularies and
grammatical items that could handicap
the readers understand the materials.
Conversely. in extensive reading,
readers are exposed to various natural
reading materials - not simplified and
wrillen
for
natural
written
communication.
Natural
reading
materials are written to communicate as
precise as possible representing the
writer's ideas and feelings. Some
examples of natural reading materials
are
novels,
short
stories,
announcement, food wrap, direction,
acts, and maqazines. tn real life.
reading Is always important. Moreover,
in this globalization and informaUon era,
people who do not read will get nothing.
Reading nowadays is not
understood merely as articulating
strings of letters, as novice readers do.
In psycholinguistic point of view (Field
2004:236-241), novice readers proceed
in four phases: sight vocabulary,
discrimination net. phonological coding,
and orthographic. The higher-level
reading
skills
comprise
syntax
recognition,
inference
application,
relevance sensitivity, text structure
awareness,
and
comprehension
monitOring. By the same token, higherlevel processes of reading entails: (1)
constructing abstract meaning from
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6nguistic material that has been
decoded; (2) drawing inferences; (3)
employing external knowledge to
support and enrich understanding: (4)
integrating incoming information into
the mental representation of the text so
far; and (5) monitoring comprehension.
According to Bill Gates, illiterate
people in Ihis era are those who cannot
process and take benefit from data and
information. When a person receives a
letter, he/she will need more than
knowing the meaning of every single
word. He/she will need to know what
are stated, what are implied, and what
to follow up. Reading nowadays has
become interpreting.
People will get motivated to
read when the reading materials are
closely related to their concern. In some
cases, people read by purpose and with
purpose. There are also reasons why
they read and why they take certain
materials to read. They select reading
materials that would benefit them.
Other people now read because they
just like reading or because they noed
reading or because they are addicted to
reading.
5. Teaching
Task-Based
Reading through
Language Teaching
It is impossible to teach reading
solely - without doing omer activities.
Teaching reading or teaching other
language skills needs to be done in a
context of communication, In addilion,
no single perspective and methodology
is sufficient to teach every aspect and
skills in language and communication.
What teacher supposed to do is
building knowledge as comprehensive
as possible and being creative in their
teaching. One of the most prominent
issues in language teaching nowadays
is TBlT. Teachers can use TBlT in
teaching reading.
Brown (2007:52) listed five
characteristics of TBl T as follOWS.First,
task ultimately points learners beyond
Jumaillmiah
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[.PPM
UMJ> Yo/.7 No.2, Jun! 20lQ
the forms of language alone to realworld context. Second, task specifically
contributes to communicative goals.
Third, their elements are carefully
designed and not simply haphazardly or
idiosyncratically
thrown
together.
Fourth, their objeclives are well
specified so that leachers can at some
later point accurately determine the
success of one task over another. Fifth,
tasksengage learners, at some level, in
genuine
problem-solving
activity.
Additionally,
Nunan
(2004:40-75)
described the components of TBl T as
containing: goals, input, procedures,
task types, teacher and learner roles,
and selting.
Since the most central activit1 in
TBl T is meaning, teaching reading
must be focused on getting the
meanings in and behind the reading
materials.The meanings contained in a
reading passage can be obtained if the
readers have enough knowledge about
the lexicon (or at least the vocabulary),
the syntax (sentence structure), and the
context, In this case, students need
prior knowledge and it is the teachers'
responsibility to help them in prereadingactivities. In a broader concept,
meaning,like in: 'It means a lot to me',
reading texts must contain something
meaningful to the students' life In their
future or near future. Teac~ers must
help students understand that the
topics they are going to read are worth
for their life. The significance of the
reading materials must be really
understood by the students before the
whilsl-reading steps started. Student
may come to understanding from
listeningto the teachers' explanation. It
wUIbe much impressive. however, If the
understanding comes
from their
discussion. It is strongly suggested that
the sludenls are strongly construct the
meaningthemselves.
Communication
between
students and reading materials and
among students will engage the
students to meaningful aclivities. To
create such a situation. leachers should
IS..'<;N: 1412-7156
not neglect three factors that must exist
in communicative Situation, namely:
information gap, choices, and feedback.
When there is an infonmation gap
between the students and the reading
materials, the students then are
challenged to solve the gap by finding
out information to fulfill the gap. To do
so, the students need 10 be provided
with choices.
The problem-solving process
takes place when the students should
make a decision or a choice. Feedback
is given to the students based on the
decision they have just taken. From
doing problem solving on several
cases, the students will have an
opportunity to construct new knowledge
or concept. Communication can take
place in every task provided those three
communicatlve factors.
In addition, tasks completions
should not always be confirmed to the
teacher. Student-student discussion in
pairs or in groups should also be
encouraged in order to build varialions
in communicative classroom reading
activities. Tasks should be desiqned in
such a way lhat the whole activilies are
well tailored, in terms of meeting the
students'
need,
meaningful,
challenging, and interwoven one
another. It should also be made sure
that the each reading task contains
goals, input, procedures, task types,
teacher and learner roles, and setting.
6. Conducting Tea~hingReading
What is the Indonesian English
teachers' ultimate goal in teaching?
Without beating around the bush, they
are confused! They are just like
standing between a rock and hard
place. On one hand, they are
considering theories and experts'
advice that Ihe goal of teaching
language is making students able
communicate. On the other hand, they
are pressed by their principals to train
(and drill) their students to pass the
National Examination. Most of them, if I
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Jumal flmiah "AL-RlBA.4TU" LPPM UMP Vol. 7 No.2,
may say, put one leg on theory and put
another on the principals' pressure.
Unfortunately, nobody can get success
without focus and only one focus. Most
teachers fail because they have more
than one focuses.
English is used as a foreign
language in Indonesia. It is used
differently from it is used in Singapore.
They use English in public services,
trade
activities,
and educational
process. It is also used obviously in
different way as is in Switzerland,
where English, German, and France
are written together in the same official
document. In this archipelago anybody
who cannot speak English will not. get
lost in any lown. Ideally, no English
teacher should worry even their student
cannot speak English as an American
does. The teaching of English in public
schools in this country should not have
to be forced to facilitate students to use
English as fluently as to use it as a
second language. In the era of schoolbased management and school-based
curriculum, English teachers have got
more flexibility in developing their
syllabi, instructional models, and
teaching materials. The first thing to do
is that the students pass the National
Examination.
The
others
come
afterwards.
Teaching English reading skill
for Junior High and Senior High
Schools should be emphasized on the
students' ability to grasp both linguistic
and non-linguistic information. They, of
course, include stated, entailed, and
implied information. To be able to do
so, students must be given opportunity
to do reading comprehension and
critical reading through intensive and
extensive reading. Skimming for maIn
idea and scanning for particular bil of
information are the most basic element
skills they should do repeatedly. Many
procedures can be practiced to struggle
for the students' success in reading.
Hanmer (2007: 101-102) listed
slx prfnciples of reading. I will elaborate
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them here one by one. To start with,
teachers should motivate the students
to read. They should be encouraged to
read as otten and as much as possibte.
tt is not enough that the students have
instrumental
reading
motivation.
Reading must be a kind of nutrition or
culture they live with. II is, another
important function of gurus (not onty as
teachers) to be motivators (or their
students.
The second, students need to
be involved with the materials they are
reading. II is very importanl to note that
students must do both extensive and
intensive reading. When they do the
extensive one, they need to be involved
not only
intellectually but also
emotionally. Reading must be joyful for
them. It is good that they are "addicted"
to reading. Besides, during lessons it
must also be ensured that they are
involved actively: intellectually and
emotionally. Students' engagement in
the two readings can be stimulated by
creating school environment, providing
reading materials, and promoting model
readers (students andlor teachers).
The
third,
students
are
encouraged to respond to the content
of a text (and explore their feeling about
it), not merely to concentrate on its
construction. It is important to study the
construction, vocabulary, reference,
sequence of events, and so forth. When
the classes are doing monotonous
activities, however, the students will get
bored. Accordingly, they should be
engaged to respond to the content as a
topic of social life not just as a
classroom
ronmal reading
task.
Students may have different opinions
that can lead to an interesting
discussion. Teachers may also provoke
personal emotional involvement with,
for example, the figure mentioned in the
reading
material.
This
kind of
engagement is not only possible in
intensive reading classes but also in
extensive reading activities. Prcblemsolving and meaning construction will
grow in such engagement. In this issue,
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Juma/ lImillil "AL-RI8AA11f" LPPM UMP Yol.7 No.2, Iuni 2Q/O
teachers should provide or select more
humanistic reading
materials
or
coursebooks - not too technical and
mechanistic (see Tomlinson 2003:162-
teachers or friends). Not only are they
in intensive reading. reflection and
feedback are very useful in both
extensive and intensive reading.
173).
The fourth, prediction is a key
factorin reading. Usually students have
got much knowledge on the topic they
are going to read. By looking at glance
at pictures and reading the title. such
students can predict what will be found
in the body of the text. The students'
schemata on tha topic will also be
activated. As a result. the students will
get into the reading text mach more
efficiently. Sentences at the beginning.
in the middle, and at the end of a
reading text can also be used as hints
to predict the main idea of the text that,
in turn, will ease the students to
understand the
technical
terms
containedin the reading text.
The fifth, the tasks in intensive
reading texts should be matched to the
topic. Once a student has taken a
reading text to read. he or she will
follow lhe tasks in it. A reading text is
chosen usually because of the topic
and certain topics are usually suitable
only for certain target readers. When
providing or designing reading tasks,
teachers or writers must think of those
facts. that is, the tasks must match the
topics. Tasks that are too complicated
will make the studenls get frustrated.
On contrary. it they are too simple. the
students will get bored easily. Tasks
should be challenging - not too easy
and not too difficult to the readers.
The sixth, teachers should
exploit the reading texts to the full.
Every reading text is full of sentences,
words. descriptions, etc. Having only
reading aloud or silent reading and then
finish means nothing. Teachers should
facilitate lhe students to dig the
contents and retate them to their life other school subject or anything elsa
that are Significant to the students'
concerns. Students need to express
their reflection and get feedback (from
7. Instructional Technology and
Classroom Research
In line with the development of
information technology and industry,
the demands of utilizing technology
have increased significantty. Lots of
classrooms are now equipped high
technology products. such as LCD
projector and portable computer. That
was good news. However, that is not
the best referenl to the using of
educational technology.
•
Nowadays, the concept of
educational technology has been the
study and ethical practice of facilitating
learning and improving performance by
creating,
using,
and
managing
appropriate technological process and
resources (Janoszwski and Molenda
2008:1). The concept is very wide. It
stretches from very concrete equipmont
up to very abstract methodology.
Syllabus development and instructional
design are included in it. It is very
important for teachers to notice that one
of the key concepts in the definition is
"usinq". It refers to the acceptance and
use of technological process and fulfills
its mandate when learners actually
benefit from it (Mondela 2008:141). The
using of high tech products or the most
recent teaching method in a classroom
should be dedicated to fulfill its
mandate not merely to show off the
school's new property.
If teachers want to increase
their students' achievement. they
should know how 10 do so. One thing
that is very important to do is
conducting classroom research. Nunan
(2009:15-17) used the term classroom
research to cover two concepts. those
are classroom-based or classroomcentered research and classroomoriented research. It is not a research
that is aini'ad at only 10 know
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Jurnol Ilmial« "AL·RlBAATH"
LPPM liMP Vol. 7 No.2, Jun! 2010
something. It is a research to act
something. It is an action that is done
through scientific procedures. When a
certain group of students got difficulty in
reading, it is suggested that the teacher
should do an action through research action research. It is very possible for
the teacher 10 solve the students'
problem or difficulty using new
technology or invention.
a.Epiiogue
Language teaching has been
done since long ago. It has changed
very vasUy since modern linguistics and
psychology revolutionized. Lots of
perspectives have been used to see
language and language teaching. Gbod
teacher must have enough knowledge
and slrong believe before conducling
teaching and learning activities. One of
the most prominent perspectives of
122
ISSN: 141]-71$6
language teaching is Communicative
language Teaching (ClT). In CLT
language teaching is seen as a process
of helping student be able to
communicate and it is done through
communicative process. The core of
Cl T is Task-Based language Teaching
(TBlT). In TBlT meaning is the most
central issue.
Teaching reading is aimed at
helping the students to understand.
interpret, and be involved in the
meaning contained in reading lexts.
Students must be engaged
in
meaningful activities and the meanings
in Ihe reading materials must be dug
and related to their real life. When
students get difficulty in reading. the
teachers can help solve the difficulty by
doing
classroom
research.
One
possible way of solving the difficulty is
applying educational technology.
lumal Ilmial« "AI •..JUBAA171" '-PPM UMP Vol. 7 No.2, Junt 2010
ISSN: 1411-7156
REFERENCES
Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach. White
Plains, NY.
Ceele-Murcia, Marianne (ed.). 2001. Teaching English as 8 Second of Foreign
Language. Boston: Heinle & Heinle (Thomson Learning Inc.).
Ellis, Rod. 2003. Task-based Language Teaching and Learning. Oxford: Oxford
University Press.
Field,John. 2004. Psycholinguistics: The Key Concepts. London: Routledge.
Harmer,Jeremy. 2007. How /0 Teach English. Essex: Pearson education Limited.
Harmer, Jeremy. 2007a. The Practice of English Language Teaching. Essex: Pearson
Education Limited.
Januszewski. Alan and Michael Molenda. 2008. Educational Technology: A Definition
with Comomery. New York: Lawrence Erlbaum Associates.
Mondela.Michael. 2008. -Using." In Janusz,ewskiand Mondela 2008. pp. 141-172.
Nunan. David and Kathleen M. Bailey. 2009. Exploring Second Language ClasSroom
Research: A Comprehensive Guide. Boston: Hainle.
Nunan, David. 2004. Task-Based language Teaching. Camridge: Cambridge University
Press.
Richards. Jack C. and T. Rodgers. 2001. ApproDclles and Methods in Language
Teaching (2,-ded.) Cambridge: Cambridge University Press.
Savignon, Sandra J. 2001. 'Communicative Language Teaching for the Twentieth
Century: In Cecle-Murcia (ed.) 2001. pp. 13·28.
Tomlsison, Brian (ed.). 2003. "Humanizing the coursebooks." In Tomlinson (ed.) 2003.
pp. 162-173.
Tomlinson, Brian. 2003. Developing Materials for Language Teaching. london:
Continuum.
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VOL. ., flO. 2.1Un12D1O
STUD. KELAYAKAN DAN ANAUSIS KESESOAIAN LAHA.... BERDASARKAN ASPEK
TlKNIS PERTAMBAKAN 01 DESA SUKABARU KECAMATAN BENUA KAYONG
KABPATEN KETAPANG
Hendry tun/n dan Hastiadi Hasan
HOW TO TEACH READING: SOME BASIC AND PRACTICAL CONSIDt:RATIONS
Ikh..unudin
PEMBESARAN IKAN MAS STRAN MAJALAYA DAN S(NYONYA DENGAN
MENGGUNAKAN PAKAN TAMBAlIAN PADA SISTIM MINAPADI
EJco De....an/oro
STUDY KOMPARATIF PERSEPSI KONSUMEN TERHADAP KOPI CAP "DUA PIALA" DAN
CAP "OBOR" DI KOTA PONTIANAK
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EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN KOOPERATlF TIPE NUMBERED
HEADS TOGETHER (NUT) DENGAN MEDIA VISUAL TERHADAP HASIL BELAJAR SlSWA
PADA MATERJ SlSTEM PENCERNAAN MANUSIA KELAS VllJ SMP NEGERI 2
PONTIANAK
S)'uhiJah, Titin, Ruqiah Gonda Plllri Panjaitan
EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM-BASED LEARNING (PBL) PADA SUB
MATERI KELAINAN DAN PENYAKIT PADA SISTEM PEREDARAN DARAH MANUSIA DI
KELAS XI IPA SMA NEGERI 6 PONTIANAK
llairani. Reni Marlina, Ruqiah Gonda Putri Panjaitan
ANALISIS JARlNGAN KOMUNIKASI PETAl'') DALAM PEMASARAN LIDAM BUAYA
(Xu .. dl Kawau Sentn Aariblsnu Pontiana.LKalimantan Bant)
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BELAJAR DAN RETENSI BELAJAR SISWA SMA!'l 1 SUNGAl AMBAWANG PADA MATERl
LARlITA!'l PENYANGGA
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ANALISIS TINGKAT PENGEMBALIAN ~ESTASI
DAN R1SIKO PADA SAHAM
PERBANKAN DAN LEMBAGA PEMBlAYAAN PADA PT. BURSA EFEK JAKARTA
Dedi Hari)'Ullto
JurnaJ IImiah "AL-RJ8Ml'H"
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Lembaga Penelitian dan Peugabdian Keplltla Masyarakat
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Rachtml, Mardjan. Mawardi, Wabdah, Eko Sarweno, Devi Vasmin
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LemlMlgll Penclitian dan Pengabdian Kepada Masyarakat (LPPM)
Universitas Mllbanunadiyah Pontianak
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Jalan A. Vani No.IlI Telp(0S61)73mS Fn.(OS6t) 764571
Pontianak-KaUmantan Barat
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2 (dus) bli setahun
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