The purposes of this research tries to know :1) How is the process of teaching Descriptive Text through STAD method for the first year junior high students, 2) How can STAD improve reading comprehension on Descriptive Text for the first year junior high students.  The results of the research show that STAD is an effective method to teach reading. This method made the students was more active in following teaching and learning process with could understand the material. After the researchers applied SQ5R technique and gave the post test, it is found that mean score increased from 67.18% to 75 %. It can be concluded that the hypothesis is accepted, or on the other words STAD technique can improve reading comprehension the students’ English achievement on Descriptive text.

In this research, the researchers used Responding, Correcting and Guiding (RCG) Strategy with Power Point (PPT) to solve the students’ problems in writing Report Text. The researchers designed the research problem as follows: How can RCG Strategy with PPT improve writing skill on report text for senior high school students? After applying RCG Strategy in cycle I, the students’ average score result in this cycle was 72.5%. This result was still not satisfying. 55.33% or 8 students could not reach the mean score target of 75. Therefore, the research should continue to the next cycle. In cycle II, the students’ average score was 82.33%. There were only 13.33% or 2 students who got bad scores, it meant that the criteria success had been met and this cycle should be discontinued. Based on the findings, the English teachers were recommended to use RCG for enhancing students’ writing skill by applying all the ways in this strategy, they were: Reacting to the Students’ Work, Correcting to the Students’ Work, Responding to the Students Work, Peer Review, Training Students to Self-Edit and Self-Correct and Making Homework Successful.

The purpose of this study is to know whether there is significant difference on English Grammar achievement of the first year Vocational School students taught using Carousel Feedback and those taught using Grammar Translation Method. This research used X-TKR 2 class as the experiment class and X-TKR 1 class as the control class. To measure the effectiveness of the specific learning objective as the instruments, the researchers used essay tests consisted of 10 items. Considering that the researchers are applying Non-Randomized Pretest-Posttest control group design, the result of the study was analyzed using ANCOVA formula and computed using SPSS version 22.0. It shows that there is significant difference on English Writing achievement between students taught using Carousel Feedback and those who taught using Grammar Translation Method on teaching writing invitation letter.