This research was aimed to see the enhancing students’ speaking skill at the tenth grade of SMA Negeri 07 Pinrang. the aim of this research is to get the empirical data of the differences between students’ score of speaking test who were not taught by using humor story and the students who taught by using humor story. The population of this research comprises 271 students is and the sample of the research X IPS as the experimental class comprises 29 students and X MIPA as the control class comprise 33 students. The research method used in this research was quasi-experimental, with a nonequivalent control group design. The data was collected through pretest, posttest, and questionnaire. It aimed to know whether humor story in teaching speaking can enhance students’ confidence in speaking. Based on the calculation, the result of the data analysis by using t-test showed the value of t-test (to) was higher than t-table (tt), to > tt = 3.673 > 1.699, in a significant degree of 0.05 (5%). As the statistical hypotheses show, if t-test (to) > t-table (tt) in a significant degree of 0.05 (5%), it means that the whole brain teaching (Ha) is accepted and the Null Hypothesis (Ho) is rejected. In conclusion, humor story can improve students’ confidence in speaking.

Anita Anggreani, The Effect of Project Based Learning (PBL) in Teaching Writing to the Second Grade of SMPN 1 Parepare, (Supervised by Mujahidah and Wahyu Hidayat.) Project Based Learning (PBL) is a learning model in which students work individually to produce a particular product that originates from the problems that surround it. The goal of this study is to describe how students learn English in class VIII.2 of SMPN 1 Parepare using Project Based Learning (PBL) strategy, as well as to determine whether students’ writing ability in learning English increases as a result of the Project Based Learning (PBL) strategy. This research is a classroom action research that attempts to improve students’ writing abilities in English learning through a Project Based Learning strategy. The subjects were 32 students from SMPN 1 Parepare class VIII.2 during the academic year 2021/2022. The research was split into two cycle. The information for this research was acquired thorugh an interview, an observation checklist, a questionnaire, and a test. The study’s fidings revealed that students’ English skills improved as evidenced by: a) the percentage of students steadily improved their scores at the conclusion of each cycle. The English lesson’s Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) Score was 78 (Seventy Five). The students average pre-test score was 58,9. In the first cycle, the average score was 76,6. In the second cycle, the average score was 86,3. b) The students’ responses to the increased interest in learning English through a Project Based Learning (PBL) strategy are generally positive. The data showed a score of 94,3%, which means “Excellent”. c) through an observation checklist, students’ participation in students activities indicating that students’ participation steadily increased form the first to the second cycle. Keywords: Project based learning, Writing ability, Descriptive text

In studying English, the first component that has to learn is vocabulary. Someone who wants to master 4 language skills, he has to master a few words even everything. When learning listening, needs vocabulary, reading needs vocabulary, especially when learning to write, all needs vocabulary. That is the reason why the students have to master the vocabulary in learning English. This research was aimed to see the improvement of vocabulary mastery of students before and after learning process through blindfold game. The results of the research are useful for the teacher and students. The teacher should aware that it is important to supplied before teaching make the students more active in learning process. The researcher was conducted at MTs DDI Lil Banat Parepare, the sample of this research were the students of VIII.C class which is consisted 19 students. This research was used pre-test and post-test data. The result of this research showed that there was improving of students’ vocabulary mastery. Based on the analysis, the researcher found that Blindfold game is able to improve the vocabulary mastery. The students’ vocabulary mastery was improved significantly by mean score of the pre-test was 46.05 and the mean score of posttests was 78.57, they showed that the mean score in post-test was better that the mean score in pre-test. Thus, alternative hypothesis ( ) stating that Blindfold game could improve the students’ vocabulary mastery and could make the classroom be active.  

ABSTRACT   Norzulya Aries,2020.Teaching Vocabulary Through Students’ Visual Spatial Intelligence at The Second year of MAN SidenrengRappang( Supervised by Hj. Nanning and Mujahidah). This research was aimed to investigate the teaching vocabulary through students’ visual spatial intelligence at the second year of MAN SidenrengRappang. The purpose of this research was to know is teaching vocabulary through students’ visual spatial intelligence able to enhance students’ vocabulary and are students interested in learning vocabulary through students’ visual spatial intelligence. This research took the second year focus on IX Mia 3 with 27 students as sample of MAN SidenrengRappang. This research was classified as quantitative research, where the instrument this research were test consist pre-test and post-test and questionnaire. The sampling technique of this research was random group sampling. In this research used pre-experimental design with one group pre-test and post-test The researcher found that: 1) teaching vocabulary through students’ visual spatial intelligence able to enhance students’ vocabulary. The students mean score of post-test more higher than pre-test, where the mean score of pre test 77,48  while the mean score of post test 83,70. Then the result of t-test was 3,76 was higher than value of t-table 1,706 and for the level significant 5% or 0.05 and degree of freedom (df) =26. Thus, the researcher concluded that teaching vocabulary through students’ visual spatial intelligence able to enhance students’ vocabulary. Furthermore, the nullhypothesis is rejected and the alternative hypothesis is accepted. 2) the students’ interested through the questionnaire also had concluded and most of them got 81-100 score with percentage was 83,76%. Based on the liker scale the student is very interested in learning vocabulary through students’ visual spatial intelligence. in concluded that teaching vocabulary thriugh students’ visual spatial intelligence able to enhance students’ vocabulary.

Perception can be interpreted as a process of giving meaning to a phenomenon, event or object. professionalism is interpreted as a professional trait. Those traits are mastering the Science in their field and have high skills in carrying out their duties. This Study aimed to describe the students' perceptions of professionalism lecturer English Education Program, State Islamic Institute of Parepare. To achieve this goal a questionnaire was distributed to 50 students (40% of the population). This Research is a descriptive quantitative study with a survey approach. The data processed using simple tabulation techniques and the data qualitatively interpreted. There are five aspects of the professionalism observed, namely: the ability to speak English, online teaching skills, insights, timeliness and using of online learning application. By the results of data analysis found that, the lecturers of English Education Program, State Islamic Institute of Parepare has a high level of professionalism.