This research is aimed at identifying student’s reading strategies used and students’s reading comprehension achievement. The research would like to find out whether or not there is any significant correlation between reading strategies and reading comprehension achievement at the sixth-semester students of English Education Study Program at Universitas BengkuluAcademic Year 2018/2019. The research was designed as a quantitative correlation method, the subject were 78 students and the instrument used for collecting the data were reading strategies questionnaire and reading test. The collected data were analyzed by SPSS 23. The result of this research revealed that there is a significant correlation between reading strategies and reading comprehension achievement because the correlation coefficient is 0.033 which is very weak correlation category. It seems that most of the students were not familiar to the strategies in reading comprehension therefore more understanding of strategies is needed until a reading comprehension problem is solved.Keywords: Correlation, Reading Strategies, Reading comprehension Achievement

The aims of this research were to find out vocabulary learning strategies applied by the students of English Education Study Program of Bengkulu University and also the most and the least frequently applied strategies. This research was designed as a descriptive quantitative. The population was 343 students of English Education Study Program of Bengkulu University. The sample of this research was 86 students chosen randomly from the population. The instrument was questionnaire adapted from Schmitt’s Vocabulary Learning Strategies Taxonomy (1997). The result of this study showed that the students applied the six groups of vocabulary learning strategies. However, the mean score of overall strategies indicated that the students applied the strategies in the frequency of “Sometimes”. Moreover, Determination strategy was the most frequently applied by the students, followed by Metacognitive strategy, Cognitive Strategy, Memory strategy, Social (Discovery) strategy, and Social (Consolidation) as the least frequently applied by the students. It can be concluded that the students of English Education Study Program preferred to learn and deal with new word individually to ask people’s helps.

The aims of this research were to find out the correlation between students’ mastery of lexical collocation and their reading comprehension. This research applied correlational study which used quantitative design. The subjects were 66 of the Fifth-Semester Students of English Education Study Program at University of Bengkulu in Academic Year 2018/2019. The data were collected from two instruments: (1) lexical collocation test was used to get data about students’ mastery of lexical collocation and (2) reading comprehension test was used to get data about students’ reading comprehension achievement. The result of the two instruments counted by using Pearson’s Product Moment formula and checked it by using SPSS 22 Program. The conclusion were (1) The result score of lexical collocation test showed that 53% of the students got score over 70, it means that half of the total subject of the students have a good knowledge of collocation especially in lexical collocation. (2) There was high significant correlation between students’ mastery of lexical collocation and their reading comprehension. The result of calculation using Pearson Product moment formula and SPSS 22 Program can be seen in table 4.1 which showed the score of arithmetic r > the score of r table (0,825 > 0,315). It means that Ha was accepted and H0 was rejected.

The aim of this research was to find out the strategies used by the English Education Study Program students in responding teacher oral questions. The research was designed as a descriptive quantitative research. The population of the research was sixth semester students of English Education Study Program of Universitas Bengkulu in the 2017/2018 academic year. The samples were 69 students. The data were collected by using a set of questionnaire. There were 25 statements of responses strategies which consisted of seven categories of response strategies proposed by Lui et. al (2018) and any communication strategies proposed by Dornyei (1997). They were avoidance strategy, accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, denial strategy and apology strategy. The result of this study showed that students of English Education Study Program preferred to use six categories i.e., accommodative strategy, asking for clarification strategy, no response strategy, excuse strategy, and denial strategy and one was seldom used namely apology strategy. In addition, the most frequently used strategy group by the students was avoidance strategy.

The objective of this research was to find out the classroom management strategies implemented by the English teachers and the reason in applying the most often strategy than others strategies. This study employed the descriptive qualitative method, the subject of the research were the English teachers (2 persons) at SMAN 2 Kota Bengkulu.. The data was collected by using observations checklist and interview. The result of the research revealed there are 5 strategies used by the teachers in managing the classroom; 1) Strategies to arrange the classroom, 2) Strategies to build positive relation with the student, 3) Strategies to create positive classroom environment, 4) Strategies to prevent misbehavior and5)   Strategies to handle the students’ discipline situation. In 5 meetings the total aspects of the first strategy applied by the teacher 1 and teacher 2 was about 33 and 37. The second strategy was 30 and 31. The third strategy was 26 and 24. The fourth strategy was 25 and 28. The last strategy was 25 and 24. Furthermore, the reasons of why the teachers applying the most often strategy than others strategies because it helps the teachers in the teaching and learning process to be more conducive. Beside that the strategies also help the teachers to create an effective teaching and learning process. Therefore, it could be concluded that the English teachers of SMAN 2 Kota Bengkulu used all the 5 strategies asmentioned by Marzano (2003) in managing classroom but not all aspects they used in teaching and learning process. The dominant strategy implemented by Teacher I and Teacher 2 were strategy to arrange the classroom. Meanwhile, the least strategy implemented by both teachers were the strategy to handle the students discipline situation.