The speed reading ability of grade VIII E SMPN 1 Pa'jukukang students was still lacking. One of the reasons for the lack of students' ability to read quickly was due to the application of inappropriate learning techniques. In learning, the teacher only uses the lecture method so that students feel bored in the learning process. Therefore, appropriate learning techniques are needed to overcome these problems. Learning to read quickly with scanning and skimming techniques can be used as a way to improve students' speed reading skills.The results showed that there was an increase in the speed reading ability of class VIII E SMPN 1 Pa'jukukang students after participating in speed reading lessons using scanning and skimming techniques. The improvement achieved is from diagnostic test with very not good, and in cycle 2 it becomes good category. The increase in students' speed reading ability can be seen from the results of the reading speed test in the diagnostic test (DT), first cycle, and second cycle. The result of the effective reading speed in the pre cycle was 99 wpm and in the first cycle the average was 132 wpm or an increase of 32.67% from the DT. Then in cycle II the average effective reading speed of students was 172 wpm or an increase of 30.30% from cycle I. The increase in effective reading speed from DT to cycle II was 73.73%. The results obtained indicate that learning to read quickly using scanning and skimming techniques for class VIII E SMPN 1 Pa'jukukang has been successful. Suggestions that can be given include: (1) It is hoped that teachers can apply various kinds of appropriate learning techniques, especially in learning to read quickly so that students' speed reading abilities can be optimal. (2) Skimming and scanning techniques can be an alternative when learning to read quickly because they can improve, facilitate, and motivate students to read quickly.

This study aimed to determine The Students' Motivation in Learning English From Home. The method of this research was the descriptive qualitative method. Data for the research was collected through interviews (semi-structured interviews) with WhatsApp (WA) as a data collection tool.The sample for this research was students of class XI IPA SMA Negeri 3 Luwu. Samples were taken using the purposive sampling technique.Based on the results of the study, the researchers found that learning English from home makes students tend to be lazy and their learning motivation decreases because it is influenced by extrinsic motivation, such as the environment, teachers, and parents.In the environment part, conditions at home cause a lot of disturbances when starting the lesson, whether it's the sound of chickens, television, car horns, or the sound of motorcycles that interfere.In the teacher part, the teacher is an important factor in aspiring for the implementation of these functions by meeting the needs of students. These needs include physiological needs, the need for safety and security, the need to be accepted and loved, the need for self-esteem, and the need for self-realization.In the parents part, lack of parental attention when studying from home means that learning interest is reduced. Parents who are busy with their work make their children feel neglected. This condition certainly requires parents and families to accompany children, especially in the learning process. The active role of parents and families in children's education, especially during the pandemic, is very important, especially since the role of teachers and educational institutions is more limited in scope.  There is a very close and significant relationship between online learning and student learning motivation. Learning motivation was very influential on learning from home.

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The objective of this research was to find out how explicit instruction increased students' knowledge of certain words and to know out whether there was a significant increase in knowledge of words taught with explicit instructions at SMPN 3 Pattallassang.This research used the Pre-experimental Design as a research design that involves two types of instruments in data collection, namely pretest and posttest. The subject of this research was eighth grade students at SMPN 3 Pattallassang which consist of one class. The object of this research was the eighth grade students. The data was analyzed by significant differences on students' knowledge of specific words before after being taught with explicit instruction.The findings of this study concluded that the used of explicit instruction improved the vocabulary mastery of eighth grade students of SMPN 3 Pattallassang. This was evidenced by the average score of the test, vocabulary in terms of verbs in the pre-test was 54.56 and post-test was 80.32, and the improvement from pre-test to post-test was 47%, the average score of the test in terms of words objects in the pre-test was 52.08 and the post-test was 75.47, and the improvement from pre-test to post-test was 42%, the mean test score in terms of adjectives in pre-test was 56.08 and post-test was 82.64, and the improvement from pre-test to post-test was 48%, the average score students' vocabulary in the pre-test was 54.48 and after the post-test was 79.47 and the improvement from pre-test to post-test was 46%.

This study aimed at finding out how the students' skills in using subject-verb agreement in writing essays. This research method is descriptive quantitative method. The research data was collected through the writing test as an instrument. The sample of this research was the fifth-semester students of English Education at the Alauddin State Islamic University of Makassar. The sample was taken by using simple random sampling. Based on the analysis and discussion about this research, the researcher concluded the researcher concluded that the students' ability to use the subject-verb agreement in the fifth semester students of English Education at the Alauddin State Islamic University of Makassar was categorized into very good level with a score was 88.24. This value is obtained based on the results of the scores of all students that are divided into the number of students who are the samples of this study. From 35 students, there were 7 students whose mastery levels were excellent, 16 students gained a very good level, 8 students whose mastery levels were good, 3 students gained a good level, 1 student gained a fair level, and no student gained a poor level. Moreover, the last level is very poor and no student gained this level.