This study aims at finding out the significant effect of using WhatsApp as a media in a flipped classroom on students’ writing achievement. This study applied the pre-experimental design. The population was the 2017/2018 second grade students of MTsN 1 Konawe which consists of 240 students. The samples were 30 students of Class VIII-2. The experimental class was taught by using WhatsApp Group chat as a flipped classroom media. The tests consisted of pre-test and post- test. The instrument used in this study was a writing test. The data were analyzed by using paired sample t-test. The hyphotesis of this research stated if there was a significant effect of using WhatsApp on students’ writing achievement at MTsN 1 Konawe (H1). The result of paired sample t-test shown that the asymp sig. is 0.000. It means that the asymp sig. was lower than 0.05 (0.000 < 0.05). Therefore, the H1 is accepted. It can be concluded that WhatsApp has significant effect on students’ writing achievement at the second grade students of MTsN 1 Konawe..

This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT).   Keywords: Reading Comprehension, Task Based Language Teaching.

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This research attempted to examine whether there is any statistically significant relationship between reading anxiety and students in reading comprehension. Additionally, it also analyzed the level of reading anxiety experience among students in reading comprehension among 95 students of second semester of English department of Halu Oleo University. The results revealed that a statistically significant relationship was found between reading anxiety and students reading comprehension and most of students frequently experienced average level of reading anxiety in their reading comprehension.

: The purpose of this study was to describe and to find out the students' ability to identify the characteristics and structure of biographical texts in class X IIS of SMA 1 Napabalano. The type of research used in this study is classified into field research because researchers descend directly to the research location (school) to collect data in accordance with research problems. The method used in this study is descriptive quantitative method that is research that provides a clear picture of the ability to identify the characteristics and structure of the biographical text of class X IIS SMA Negeri 1 Napabalano which then analyzed the results of the data using statistical principles in the form of numbers. Respondents in this study amounted to 49 people consisting of four IIS classes. The instrument used in this study was a written test. The results showed that there were 26 (75%) and students who were categorized as 23 (42.85%) students who were categorized as incapable. Classically the percentage of students' ability is categorized as incapable because it does not reach the minimum completeness criteria of 85%. Keywords: Identify, feature; structure; biographical text