This objectives of this research were to find out (1) Use of minimal pair technique in teaching pronunciation at the second year students of SMAN 4 Bantimurung. (2) Whether the minimal pair technique effective in teaching pronunciation or not at the second year students of SMAN 4 Bantimurung. This researcher applied quasi-experimental design with non-equivalent control group design. The sample was taken by using purposive sampling that devided into two groups were 25 students as experimental class and 25 students as control class. The result of the data indicated that there was a significance difference between students’ post-test in the experimental class and the control class. The mean score of post-test (2.96) in the experimental class was greater than the mean score of post-test (2.2) in the control class and the standard deviation of the post-test (0.83) in experimental class was greater than the standard deviation of the post–test (0.4) in control class and the value of t-test (5.84) was higher than t-Table (2.021). Based on the result of this study implies that use of minimal pair technique was effective to improve the students’ pronunciation ability at the second year students of SMA Negeri 4 Bantimurung. Besides, the significant improvement can be seen from the students’ response to researcher’s performance. They seem more active during teaching learning activity. Therefore, the researchers suggests that the English teacher should implement minimal pair technique in teaching pronunciation in order to improve students’ pronunciation ability.

English Specific Purpose (ESP) is a subject on teaching English to Physics Education students. The goal of this study is to determine what the target needs and English learning needs are for students in the Physics Education Department at UIN Alauddin Makassar. The survey method applied in this study as the research design. The researcher used questionnaires and interviews to gather information for this study. This study included 56 participants, including 50 third-semester students from the 2019 intake year, one lecturer, and five graduates from the Physics Education Department at UIN Alauddin Makassar. Microsoft Excel was used to examine the data. The findings of this study revealed that students need to learn speaking, reading, and writing skills, because those are important to support them to succed in stujdy. It imply that the material should covers those skills to fullfill the students’ needs.

The objective of this research is to improve speaking ability by Implementing Picture Dictation of the Second Year Students (II B) at MA Pesantren GUPPI Samata Kabupaten Gowa. This research was classified as Classroom Action Research (CAR). It was conducted in two cycles, which was held three meetings in its every cycle. The subject of this research was the students of eleventh grade of MA Pesantren GUPPI Samata Kabupaten Gowa. They are XI B which consisted of 20 students with 10 boys and 10 girls. The data were quantitative obtained from tests (preliminary study test, first cycle test, and second cycle test) and observation guidelines. The result of this research showed that improvement of the students' speaking ability from the first cycle to the second cycle has improved. The mean score of vocabulary terms was 3.20 in the first cycle test and became 3.80 in the second cycle test. Besides that, the mean score of grammar in the first cycle was 3.45 became 3.95 in the second cycle. Then, pronunciation terms, the students score from first cycle to the second cycle was 3.20 became 3.65. Furthermore for the students' speaking accuracy and fluency, their score also increase from 3.40 became 3.70. Based on the data above, the researcher concludes that using picture dictation increased the speaking ability of the Second Year Students (II B) at MA Pesantren GUPPI Samata.

The purpose of this research is to find out the comparison of using Mind Mapping technique and Think Talk Write in teaching writing descriptive text. The purpose of this research were (1) To know whether or not any significant difference in writing skill of the students taught with Mind Mapping technique of writing and those taught with Think Talk Write technique. (2) To know the more effective technique in teaching writing.The research applied quasi-experimental method with non-equivalent controlled group design. The population of this research was the tenth grade students of Senior High School 3 Pinrang in academic 2020/2021. The total number of population were 325 students. The sample was chosen purposively, 20 students from Class X MIPA 2 were selected as experimental class and 20 students from X MIPA 3 as controlled class. Both classes took pre-test and post-test through Google Meet and WhatsApp group. The instrument to collect data was writing test which focused on describing self-introduction, traditional food and tourism place.The findings showed that there was significant difference between the achievement of experimental class and controlled class on post-test. The result of data analysis implied that Mind Mapping technique and Think Talk Write had any contribution to improve the students’ writing descriptive text but the significant improvement happened in experimental class. Based on the research findings, the researcher concluded that using Mind Mapping technique was significant to improve students’ writing skill because the learning objective was achieved and students’ writing descriptive text was more structured by following the generic structure and language features

This research aims at integrating Islamic Values into English material especially in basic competencies 3.7 and 4.7 about Daily Routine for the eighth-grade students at MTs Madani Pao-Pao based on the 2013 curriculum. Based on the preliminary study, the researcher found that the textbook that used in the school was too general and still far from the term integrated with Islamic values. The research design used in this study was Research and Development (R&D). The development model used was the ADDIE   model. It consists of need analysis, design, development, implementation, and evaluation. The procedures included analyzing materials needed by distributing questionnaires to the students and analyzing the basic competencies used, designing a blueprint of materials, and developing the English materials through the ADDIE model. In this research, the expert was involved to validate the product. There were two systematic aspects that they validated of the product: the aspect of the content/material and the aspect of learning. Therefore, the result indicated that based on experts’ judgment as well as product development result, the developed basic competencies 3.7 and 4.7 about Daily Routine materials was applicable to be taught at the eighth-grade students of Junior High School as topics in English for them.