The objective of the research aims to investigate whether or not the use of CALL (Computer Assisted Language Learning) with Oxford Smart Choice Multi-ROM as an audiovisual learning software can develop the listening ability of the tenth grade students of SMA Negeri 1 Model Parepare. The research applied quasi-experimental design. The population of this research was the tenth year students of SMA Negeri 1 Model Parepare. The total number of population is 411 students and two classes of twelve classes were taken as sample by using cluster random sampling. The findings of this study as the effect of Oxford Smart Choice Multi-ROM to develop the student�s listening ability, as shown by t-test value (4.6) that higher than t-table value (2.000). It means that the listening ability of the tenth grade students of SMA Negeri 1 Model Parepare develop significantly after they are taught by using CALL (Computer Assisted Language Learning) with Oxford Smart Choice Multi-ROM.

The study of turn taking in EFL classroom interaction is aimed to investigate: (1) the kinds of turn taking strategies that frequently used by male and female teachers in EFL classroom interaction; (2) why the male and female teachers take their turn in EFL classroom interaction; and (3) what are the differences of turn taking used by male and female teachers in EFL classroom interaction. There were four teachers, two male teachers and two female teachers as the subject. They are taken by purposive sampling. In collecting data, all utterances produced by the speaker were recorded by smartphone and scripted. Finally, those scripts were analyzed by using qualitative method. The result of the research are (1) the kinds of turn taking strategies that frequently used by male and female teachers in EFL classroom interaction, namely: taking the turn, holding the turn, and yielding the turn. (2) The reason of male teachers take their turn is to get students' attention, to order the students, to simplify the question and to make students silent or motivate them. While the female teachers, the reason take their turn is to get students' attention, to repeat the explanation, to order the students and to make students silent or motivate them. (3) The differences of turn taking used by male and female teachers is the female teachers most frequently used filled pause and verbal filler, lexical repetition and prompting.

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Slang is an important feature in American culture. It is more effective than standard or conventional English, so I  interested to discuss and classify of slang words in the movie of “The Blind Side”. The purpose of this research is to classify slang words in The Blind Side movie based on the characteristic on Andersson and Trudgill theory. This research used the descriptive qualitative method. The data source of this research is taken from the movie script of the movie of “The Blind Side” cited from IMDB. Based on the research result, there are 8 slang words or phrases in the movie of “The Blind Side”, the slang is divided into four categories: (1) 2 slang words or phrases as the neutral syntactic level; (2) 4 slang words or phrases as typical informal situations and (3) 2 slang words or phrases as creative.

This study focuses on finding out whether or not the use of Digital Storytelling (DST) develops the students’ listening comprehension and to find out the students’ learning interest towards the use of DST. The research employed QUAN – Qual model. The writers gathered the data by using listening comprehension tests and open ended questions. The finding of the study revealed that the students’ result of post-test for experimental group was higher than the students’ result in post-test for control group. The difference of the students’ score was statistically significant; the probability value is smaller than significant level (0.000 < 0.05). The result was H1 is accepted and H0 is rejected. While, the open ended question result showed that students agree that learning English by using digital story is a good supporting media since they have used it for about four weeks in the process of teaching and learning.