The main purpose of this study is to find out whether or not the students who were taught by using the Language Experience Approach (LEA) gained better achievement in reading comprehension that those who were taught by using the traditional approach. The method used in this study was experimental method. The population was the third semester of engineering students of state Polytechnic of Sriwijaya i the academic year of 2018/2019. The total number of the population was 176. The sample of the study was 52 students. The y were divided into two groups: group A was taught by using the LEA and group B was taught by using traditional approach. The findings of this study indicate that teaching reading through the LEA better result than did the traditional approach in terms of students' reading comprehension achievement. The result of this study is expected to be an important input for the teacher of English to develop the students' motivation and reading ability. In order to generalize the finding of this study, a further research conducted in the wider population and longer time should be done

The aim of this study was to find out the correlation between the students' listening comprehension strategy and their TOEIC listening score. Correlational study was used as the research design in this study. The samples were 77 students of the 6 th semester at English Department of Sriwijaya State Polytechnic Palembang. Listening Comprehension Strategy Questionnaire and Computer-Based Test of English for International Communication (TOEIC) International Test were used as the instruments in collecting the data. The results of the study showed that most students had Good (49%) and Average (48%) Listening comprehension Strategy and most students got level 3 (the highest level) for TOEIC listening score (51%). The Pearson-Product Moment Correlation Coefficient showed that there was a negative and not significant correlation between the students' listening comprehension strategy and their TOEIC listening score.