This paper aims to study and describe the language acquisition system from the age of 2 years 3months to the age of 2 years 6 months, specifically covering phonology, morphology, and syntax. The research method used in this study is qualitative method by studying case study. After analyzing the acquisition of language in Syafiq, starting from the acquisition of phonological, morphological, and syntactic obtained: 1. A normal child can be used as phonemes, and limited words according to the environment and the objecs that are around it. Besides that, the words that came out were still fragmented and the words were still slipped. 2. The words produced have started to increase and star from nouns and verbs. The development of the treasury has begun with abstract nouns. While nouns and verbs are also obtained due to the repetition of the acquisition of friends, brothers, or parents. 3. Syafiq was able to compose simple words, ranging from one, two to three words, and finally make sentences. Simple sentences that are spoken are still completed in a simple order and not yet finished. It is also undeniable that a normal child will be able to acquire first language when his nerves and brain tissue are not difficult during his growing period. Psychological and nutritional development also environment plays an important role in children’s motoric growth.

Test of English for International Communication TOEIC is a test of English communication skills developed by The Educational Testing Service (ETS). Currently, the Ministry of Education and Culture, through the Directorate of Vocational High Schools (DSMK), has opened opportunities for SMK throughout Indonesia to obtain international certification assistance through the SMK English Challenge 2020 program or facilitation of English language proficiency certification exams with TOEIC. This study investigates the problems of SMKN 3 Seluma students in answering the TOEIC reading and listening test. The Aims of this study was to investigate out and provide solutions related to students’ problem in answering TOEIC reading and listening test. To analyze these problems, this study used descriptive qualitative approach and interview as a data collecting technique. The results of this study indicate that there were two factors that become students’ problem in answering TOEIC reading and listening test, namely internal and external factors. Internal factors occur in students themselves where students did not understand the questions, vocabulary, or material being tested. While external factors occur beyond the ability of students, such as the facilities needed by students to take the test are still minimal. A good solution to overcome this problem is to prepare everything needed to take the TOEIC test in the form of learning resources, teaching staff, learning facilities and the most important is the mentality of the students who will take the test.

The researcher found the problem at MTSN 1 in the city of  Bengkulu at grade VIII I that students got difficulty in comprehending reading texts, and in understanding meanings of words in paragraphs, and teachers techniques  made the students bored. Therefore, the purpose of the research is to improve students’ reading comprehension through REAP techniques. The subject of the research is the students of  grade VIII I consisting of 27 students, 14 female students and 13 male students. The instruments of the research are reading tets, observation sheetteacher and the students, interview guide and that for documentary study.  The results of the research show that the  REAP teachniques are effective in improving the students’ reading comprehension. The students got involved directly and were able to cooperate with their peers during the teaching-learning process. The research was conducted in two cycles an the test was administered at the end of each cycle. From the average mean scores, it could be seen that there was improvement of the the students’ reading ability. In cycle I, the mean score was 70.5 and in cycle 2, it was 78.7,and at the Post assessment, it was  82.2. It means that the students’ mean scores has reached the research target. Thus, it can be concluded that REAPtechniques can improve the students’ readng comprehension. Kata Kunci: REAP (Reading, Encoding, Annotating, and Pondering) technique, Students’ reading comprehension

This research aims to enriching students vocabulary mastery by using spelling bee games. The population of this research was the seventh grade students of SMP Negeri 15 Kota Bengkulu with consisted of 180 students into seven classes, namely VII A – VII F. After ensuring with the purposive sampling, two classes were finally chosen as the sample of this research: VII D as the experimental class and VII E as the control class. Both of classes consisted of 30 students with almost homogenous score. This research had been conducted at SMP Negeri 15 Kota Bengkulu. This research employed a Quasi-Experimental method. The Experimental class treated by using Spelling Bee strategy, while the control class was using the conventional ways. The pre-test was given to the two groups before giving the treatment. The result of pre-test showed the mean score of experimental class was 60.17 and the control class was 59.83. After giving the treatment, post-test was given. The result of post-test showed the mean score of experimental class was 76.00 and the control class was 69.83. in addition, the result of independent sample T-test (0.094) showed that t-count was smaller than t-table (2.00172) and sig (2-tailed) was higher than 0.05 (0.925 > 0.05). In other words, Ho was accepted and Ha was rejected. In summary, it could be stated that students’ who were taught vocabulary by using Spelling Bee was more effective than using the conventional ways. So, it can be concluded that Spelling Bee has positive effect to the Seventh Grade Students’ at SMP Negeri 15 Kota Bengkulu in vocabulary Mastery.

Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.