This research was aimed at investigating the use of webbing technique in teaching writing recount text. A quasi experimental design was employed with two classes ofthe eleventh graders at one school in Sungguminasa, Gowa selected with cluster sampling as sample. The data were obtained through a pre-test, a post-test and an questionnaire. The writing assessment was covering content, schematic structure, and language use. The findings were analyzed statistically using independent t-test procedure. The statistical computation showed that webbing technique was likely effective in improving the students' writing skill in recount text (value of t 6,74>value of t table1,99). Furthermore, the students´ perception towards webbing technique is 91,7% students agree that this technique could help them to increase their writing skill. Designing the learning purpose appropriately which considers students' needs and language level may ease teachers to use the webbing technique in improving students' writing recount text. The teachers may try to take advantage of webbing technique to be utilized in their classroom activities to conduct an effective and interesting learning atmosphere in the classroom. Keywords: webbing technique, recount text, teaching writingWriting is one of the basic competencies in English subject. As the basic competence, writing brings considerable advantage to those who can do it well in many sites, personal and occupational (Derewianka, 2004: 244). It also may be very important in accordance to the needs of students in teaching and learning process (Patel and Jain, 2008: 125). Nevertheless, the act of writing itself is difficult and tends to be very complex because it is very different from talk and students can not simply pick up the linguistic structures involved (Bruce, 1986: 78). Searching for the right words to write also makes writing be more difficult for the students. Producing any kind of long, coherent writing can feel like a struggle, involving hours of seeming inactivity in front of a blank pad of paper.Teachers have to provide many techniques that make students doing more practices which enhancing their ability in choosing and arranging ideas, words or sentences in writing, especially recount text (Patel and Jain, 2008 : 107 should select teaching aids or technique according the objectives decided by the teacher so that skill of students in writing could be developed well. There are many techniques in teaching writing, one of the techniques named webbing.As Patel and Jain (2008:122) suggest that the use of maps or webs and pictures play main role in writing process and it could make students more interested in the writing process. It teaches students how to visually map the interrelationships among story plot, characters, setting and theme. In other words, webbing shows a lot of words or ideas among the events on the story and keeps them loosely connected where the writer can draw picture to be displayed.The sequence of event is then described in some sort of order, for instance...

This study used qualitative research that consisted of ten students from senior high school in Luwu. To determine the extrinsic motivation when the students learn from home, the students answered the interview that consisted of ten items. The study discovered that learning English at home makes children sluggish and that their drive to learn lowers due to their surroundings, teachers, and parents. On the environmental side, disruptions at home, such as the sound of chickens, televisions, car horns, or the unsettling sounds of motorcycles, are common when beginning lessons. On the teacher's side, most teachers give students assignments without thoroughly explaining the material, causing students to be sluggish about taking home lessons, particularly in English subjects. Because they are lazy, teachers are ineffective at carrying out their responsibilities by satisfying the needs of children. Physiological demands, the market to be accepted and loved, the need for self-esteem, and the need for self-realization are all examples. When studying at home, their children's interest in learning is stifled by the lack of parental attention. Children feel abandoned when their parents are preoccupied with their professions. Parents and families must be there for this condition, especially during the learning period. The necessity of parents and families to participate actively in their children's education is vital, especially during a pandemic when teachers and educational facilities are restricted.

The research subjects were 8th grade students of SMPN in Barru. This study uses a qualitative method. This research design uses observation, interviews, and documentation, which consists of data reduction, display, and conclusion. This study revealed that the aspects of emotional exhaustion, physical exhaustion, mental fatigue and loss of learning motivation experienced by students when studying online caused some students to experience the impact of learning saturation during the COVID-19 pandemic and various factors that supported the occurrence of burnout, including consisting of: personal characteristics, social support and academic burden. Individuals who have low self-concept, are too perfectionist and idealistic, are unable to control their emotions and are less skilled in managing stress, experience learning saturation. The social support relates to the learning environment and the relationship between teachers, students and parents. While the academic burden in question is presenting too many or too few assignments, it certainly affect student learning outcomes, especially if the teacher also does not provide adequate explanations.

Improving The Students’ Reading Comprehension Through Know-Want-Learn Strategy at the first-grade students of SMA Negeri 18 Makassar. The objective of this research was intended to explain the improvement of the students’ interpretative and literal reading comprehension through Know-Want-Learn Strategy at the first-grade students of SMA Negeri 18 Makassar especially in class X 3. The strategy of this research was a Classroom Action Research (CAR) consisted of two cycles, one cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done at the first-grade students of SMA Negeri 18 Makassar in Daya Regency for English subject. As the subject in this research was class X 3 in the 2012-2013 academic year with students’ number of about 32 students. Those consist of  22 women and 10 men. The instrument of this research was observation sheet and reading test or evaluation. The findings of the research were students achievement in reading comprehension was 54,07 in D-test, then Cycle I is 69,07 and it becomes 73,81 in Cycle II. The students'  activeness in learning reading comprehension in the first meeting of Cycle I was 45,39% then it becomes 90,78% in the fourth meeting of Cycle II.Keyword: Improving, reading, know, want, learn, strategy.