The emergence of the Covid-19 has given a significant effect that inflicted policy changes in various sectors, including in the education field. The most basic policy is changing the students’ way to learn from what is usually done in the classroom (face to face) to online learning. As this condition, the implementation of learning-based applications has a necessary role in supporting online learning, includes English Language Teaching (ELT). This study aimed to analyze the students’ experience in utilizing learning-based applications in learning English and the barriers faced by them. As for some of the applications most commonly used are Zoom, Google Meet, Google Classroom, and WhatsApp. Besides, this study was also conducted to determine which application is the most effective used in ELT during online learning. This research used descriptive quantitative, where the sample was the seventh-semester students in the English department at one of the private universities in Makassar. The data was collected used questionnaire and the data analysis technique used descriptive statistics. The result of this study showed that the use of those four applications helped the students to adapt to the pandemic condition. Besides helping students to learn English virtually, it also improves the students’ digital literacy. Although, there were some obstacles in utilizing some applications faced by them, such as limited quota, unstable network, complicated in use, and not focus during the learning process. Among the four applications above, the most effective application based on the students’ response was Whatsapp. This application helps the students to develop their language proficiency through natural interaction. Moreover, it makes the students easier in learning English as the delivery of material is systematic and structured. Students also have more time to understand the material by rereading the material that has been delivered.

This research is conducted to find out : (1) whether (or not) the implementation of Reciprocal Teaching Method develop the reading comprehension of the second grade students of SMAN 2 Bantaeng, and (2) to find out whether (or not) the use of Reciprocal Teaching Method interest the second grade students of SMAN 2 Bantaeng.This research employed a quasi-experimental. The population of this study was second grade students of SMAN 2 Bantaeng. This research uses cluster random sampling technique. Samples of students included in two classes; 25 students in the experimental class and 25 students in the control class. Data were analyzed SPSS version 20.0. This study shows an increase in learning  outcomes of the students in the classroom Improved student learning outcomes from posttest of control with an average score of 80.23> 76.40-test level of significance of 0.05 where the value of the value is higher than the significant level (0,000 <0 , 05). The average value of student interest in the experimental class is 65.14 where the value of standard deviation is 9,078 and categorized as interested. Thus, it can be concluded that the use of RTM improves reading comprehension of students and students who are interested in learning reading comprehension.

This study aims to determine the comparison of the English learning outcomes between the students who taught by Blended Learning model and Discovery Learning model. Moreover, this study also aims to reveal which model is more effective in enhancing the students’ English language learning outcomes. This experimental research involved two experimental classes in which the first experimental class taught using the Blended Learning model with the help of WhatsApp software (online class), while in the second experimental class taught using Discovery Learning model with the help of Power Point software (offline class). The sample who are involved in this study was 30 students. The data collected using writing test. The results showed that the students learning outcomes were increased in both the experimental 1 and 2. However, the mean score of the students who taught using Discovery learning is higher than the mean score of the students who taught using Blended Learning. Thus, it can be concluded that H1 was accepted and H0 was rejected. Further, the applying of Discovery Learning assisted by PowerPoint software is more effective than using Blended Learning model assisted by WhatsApp. The application of the Power Point-assisted Discovery Learning enables the students more focus as they take responsibility in learning, then it allows the students to learn pacely.

Tujuan dari penelitian ini adalah untuk mengetahui bagaimana perilaku siswa selama proses pembelajaran bahasa Inggris berlangsung baik dari segi perilaku positif maupun perilaku negatif siswa di SMP Negeri 2 Tanete Rilau. Penelitian ini menggunakan metode kualitatif deskriptif yang melibatkan satu jenis instrumen dalam pengumpulan data yaitu wawancara. Subyek penelitian ini adalah siswa kelas VIII SMP Negeri 2 Tanete Rilau yang terdiri dari satu kelas. Objek penelitian ini adalah siswa kelas VIII.Data dianalisis dengan melihat perilaku siswa selama proses pembelajaran.Dampak yang dialami siswa selama proses pembelajaran adalah dampak positif dan dampak negatif. Dampak positifnya siswa dapat membantu sebagian pekerjaan orang tuanya di rumah, siswa tidak merasa lelah di sekolah. Sedangkan dampak negatif yang dialami siswa adalah tidak pahamnya materi pembelajaran, kurangnya akses internet yang terkadang kehabisan kuota saat pembelajaran.

The purpose of this study were to find out (1) what types of questioning strategies the English teachers used to attract students' activeness and curiosity in the classroom interaction and (2) what are students’ responses on teachers’ questioning strategies at SMP Muhammadiyah Limbung. The subject of this research are 2 English teachers and 6 students with purposive sampling technique. The object of this research are to find out what types of questioning strategies the English teachers used in the classroom interaction and what are students’response on the teachers’ questioning strategies. This research used descriptive qualitative method. Data collected from classroom observation class with field notes and interview. Data analysis is divided into three stages: data reduction, data display, and verification (conclusion drawing).The results of this research was English teachers of SMP Muhammadiyah Limbung used questioning strategies. They used probing questioning strategy and factual questioning strategy. They used some of classification probing questioning strategy, they were prompting probing question, clarifying question and switching probing question. The teachers used probing questioning strategy, especially for using prompting probing question is to make students more excited to answer the question with some clues from their teacher. And then, using clarifying probing question is to make students remember the material that their teacher had been given them before and next, using switching probing question is to give the chance for the other students to answered the question when their friend answered the question, so they can discuss about their answer and make it conclusion to find the right answer. And also they used factual questioning strategy to require the students to recall specific information students have learned. It can conclude that used questioning strategies was very helpful for the teachers to make their students more active in the class and help them to understand about the material delivered by the teacher.