Vocabulary mastery is an individual's skill in using words of a language. Reading comprehension is the act of understanding of a text. Reader can understand the meaning, main idea, topic and summary of the text by mastering vocabulary. The objectives of this study were to find out whether or not there was a significant correlation between vocabulary mastery and reading comprehension of the eleventh grade students of SMA Negeri 1 Indralaya and to find out in how much the vocabulary mastery contributes toward reading comprehension of the eleventh grade students. This study used a correlational research design. This study involved 65 students as the sample chosen by using cluster random sampling technique. The data were collected by vocabulary mastery test and reading comprehension test. The techniques for analyzing the data were correlational analysis and regression analysis. The results of study found that there was a significant correlation between vocabulary mastery and reading comprehension of the eleventh-grade students since p-value (0.049) was lower than 0.05. Then, the rvalue was 0.245 that showed as weak or low correlation between vocabulary mastery and reading comprehension of the eleventh grade Students. Vocabulary mastery also gave contribution to reading comprehension as much as 6 %.

This study aimed to find out whether or not there was any significant difference in reading comprehension between the eighth grade students of Bina Jaya Junior High School Palembang who were taught by using K.W.L graphic organizer technique and those who were not. Seventy-two eighth graders were the sample of the study.The writers did an experimental method by using quasi-experimental design to the two groups of students. The VIII.3 class became the experimental group and the VIII.2 class was the control group. A reading comprehension test was an instrument to collect the data. The result found that the significant level was 0.000 < 0.05, so that (Ha) was accepted and (Ho) was rejected. So, there was a significant difference on students’ reading comprehension between the eighth grade students of Bina Jaya Junior High School Palembang who were taught by using KWL Graphic Organizer and those who were not.

Vocabulary is central to learning of foreign language at primary level. Every person need vocabulary to express their ideas especially in English, even in a simple of conversation. The purpose of this study was to find out whether or not there was any significant difference in English Vocabulary to between the fifth students of SD Xaverius 9 Palembang who were taught by using Riddles Game and those who were not. The method in this study was quantitative research with quasi-experimental for control group and experimental group. The sample of this study was fifty seven students of the fifth grade of SD Xaverius 9 Palembang in academic year 2018/2019. The data were analyzed by using independent sample ttest. The result of Independent Sample t-test showed that the value of t-obtained (6.540) > the value of t-table (1.673) with the significance value (0.00) was lower than the alpha value (0.05). It means that there was a significant difference in English vocabulary to the students of SD Xaverius 9 Palembang between who were taught by using Riddles game and those who were not.

Vocabulary is one of the basic elements in mastering English. Vocabulary that plays a very important role in learning language because without vocabulary mastery, the students automatically can not obtain the four skills of English such as listening, reading, speaking and writing. This study was aimed to find out whether or not there was any significant difference in vocabulary mastery between the fourth grade students of SDN 196 Palembang who were taught by using English anagrams and those who were not. Fifty-six fourth graders were the sample of the study. In doing the study, an experimental method by using quasi-experimental design. The IV.A class became the experimental group and the IV.B class became the control group. A written test was the instrument to collect the data. The result showed that English anagarms had a significant effect on the students" vocabulary mastery. Based on the independent sample t-test analysis, it was found that the significant level was 0.000 < 0.05, so that (Ha) was accepted and (Ho) was rejected. In other words, there was a significant difference on students" vocabulary mastery between the fourth grade students of SDN 196 Palembang who were taught by using English anagram and those who were not.

This research was aimed to find out whether or not there was any significant difference in speaking skill between the students' who were taught by using Round Robin technique and those who were not. The population was all the tenth-grade student of SMK Pertanian Pembangunan Negeri Sembawa in the academic year 2019/2020 consisting of 130 students. The writers used purposive sampling technique in choosing the sample. There were 66 students of tenth grade students of SMK-PPN Sembawa involved in this study as the sample. They were divided into two groups, experimental and control groups, consisting of 33 students for each group. The method used quasi non-equivalent group design. Spoken test was used to collect the data. Furthermore, the result of the data was analysed using independent sample t-test. The result showed that the mean score of experimental group increased from 70.88 in pre-test to 78.67 in post-test. The result of data analysis showed that the t-obtained was 2.625 and it was higher than t-table 1.9977. It meant that there was a significant difference between experimental and control group in speaking skill. The students who were taught using Round Robin technique could perform better in speaking skill than the students who were not taught using this technique.