Abstract-This study discusses an evaluation of a teacher-made coursebook for teaching essay writing course. Forty students were asked to give their perception of the use of the coursebook in terms of goal, contents, organization and design, and methodology. The analysis of the students' answers showed that their perception towards the coursebook was positive. The majority of the students said that the coursebook objective was relevant to their needs, the contents were complete, the topics were interesting and were relevant to their needs and interests as well as their sociocultural background, the explanation was easy to be understood, the tasks and activities were attracting and helped them expressed their knowledge, experiences, and interests in a variety of essay types. Similarly, the coursebook was well-arranged from unit to the subunit. Students also said that the methodology used by the coursebook helped them expressed their knowledge, experiences, and interests accurately and fluently.

This research was conducted to examine the effectiveness of reinforcement to motivate the students in learning speaking at SMPN 3 Batulappa. kab pinrang.This research used a pre-experimental method, by one group pre-test and post-test design. There were two variables they were independent variable the use of reinforcement strategy and dependent variable that is the students’motivation in learning speaking. The population of this research was a SMPN 3 Batulappa kab.pinrang, in academic year 2019/2020 which consists of one  classes. The sample of this research was take one class of the population was class VIII.1 . In collecting data on students’motivation in learning speaking The researcher given pre-test before treatment, and post-test after treatment.The result calculation of mean score pre-test of students was 37.85 and mean score post-test of students was 67.85 it showed that the students speaking was increased. The result finding that score of t-test value was 4,51 while the score of t-table value was 1.725 for the level significance 0,5 degree of freedom 20. It showed that the alternative hypothesis (Ha) was accepted, which the t-test value was greater than t-table value. Besides. It meant that the reinforcement  was interested for the students in learning speaking. Based on data analysis, the researcher concluded that using reinforcement able to motivate  the students in learning speaking at SMPN 3 Batulappa kab pinrang.

The process approach becomes a choice for teachers to apply in the writing class rooms since this approach focuses on the connection of the writing topics to the students' experiences which makes the writing tasks meaningful to students (Yan, 20014). In process approach, students' composition is a product that should go through several stages: prewriting, writing, and post writing. In prewriting, there are several interesting activities that can be done in to improve students' writing skill: asking questions, discussing an interesting topic, taking notes, free writing, clustering, brainstorming, grouping, doing buzy group, outlining, completing notes based on pictures, making a list, making idea map, categorizing,

Affective is a combination of emotions, feelings, moods, and attitudes that can affect a person from the inside. This research aims to analyse the most dominant aspect of affective factors that hamper students’ participation in English language classrooms and the causes in terms of individual affective factors such as anxiety, inhibition, introversion/extroversion, self-esteem, motivation, learning style, and relational affective factors such as empathy, cross-cultural processes and classroom transactions. This research was conducted on the tenth-grade students at MA DDI Lil-Banat Parepare. The samples of this research were 25 students selected through snowballing sampling technique. This research used a qualitative descriptive to examine the phenomenon under study critically. The instruments used in this research were observations and semi-structured interviews. This research indicates that the dominant aspect of affective factors that hamper students’ participation in English language classrooms is self-esteem. The psychological condition of low self-esteem mostly happens to the students, which occurs to 48% of the sample students. Based on the results of students’ interviews, it is found that low self-esteem was caused by pessimistic about their abilities, lack of self-confidence, and a sense of inferiority.