This research is aimed to answer the problem of the research “What are the students’ needs in the Marketing Department at SMK Negeri 1 Kolaka in learning English?” This research uses a qualitative research design where the data are explained in the description form. The instruments of the research are questionnaires and interview guidelines. The participants of the research are students of the Marketing Department in the second grade in SMK Negeri 1 Kolaka. The result showed the student needs, the first is for the student's necessities who are more likely to learn speaking skills, and also for the material they wanted is online marketing material, which means that they considered their needs in the future when they enter the world of work, another thing that students’ needs in their English learning is they need a material that is appropriate to their major so that what they learn in school can be applied when they are working later, while the students’ lack is their speaking skill and also vocabulary deficiencies. Where they have no space or place to use their English skills that they have learned and for the desires of students in terms of learning English, students are more likely want to learn English by going outside. And for the learning methods that used by the teacher, students are more likely want to study in pairs or groups with their friends rather than study alone. Besides, students also want the teachers who can become facilitators and guides in the English learning process.

This research was conducted at MAN 1 Kolaka. The objective of this reaseach is to find out information and data weather there is any correlation between English language learning strategy and students’ thinking style at the second grade AGAMA I of MAN 1 Kolaka. The research design is descriptive quantitative. The data were collected through questionnaires. English Language Learning Strategy at the second grade AGAMA I of MAN 1 Kolaka are Metacognitive with the total frequency is 47% percent and Studets’ Thinking Style are Extrovert with the total persentage is 53%. The Population of the research was the second grade students of MAN 1 Kolaka and the sample of the research was class AGAMA I which consisted of 15 students. The data analysis used in this research was product moment formula which showed that there was no any correlation between English Language Learning Strategy and Students’ Thinking Style. It could be synthesized that hypothesis were r-count was lower than r-table. So H1 was rejected and H2 was accepted. The coefficient Correlation between English Language Learning Strategies and  Students’ Thinking Style did not have any significant correlation with the r-count = -0,218 was lower than r-table 0,514 at the significance level 5% and degree of freedom (df) was 15 (-0,218>0,514). Therefore, it was categorized as low correlation. H0 and H1 was rejected and H2 was accepted.

This research aimed to find out the students’ motivation in learning English with the use of storytelling. The research was categorized as descriptive qualitative research. The research was done in Junior High School YAPIS Merauke which focused on eighth grade in 2021. The sample was chosen by using cluster random sampling. The sample focused on VIII. A which consisted of 21 students. The data was taken through observation using an observation checklist and interview.  The observation checklist included 20 statements and the interview included 8 questions related to motivation and storytelling. The result of observations and interviews showed that the students' motivation increased in learning English. For treatment step, students were motivated to ask and respond to the questions given. Thus, most students enjoy learning English through videos, students are interested in the teaching materials provided, and some students understand the material better by presenting using videos, concluding the material, and understanding by presenting the material through the zoom application. In addition, by telling stories, most students are more flexible in retelling the contents of the story and they are also motivated by using such a way.

The research aimed to analyze the student’s learning behavior in isolated school it was conducted in a qualitative approach in SMPN SatapTojabi, Babussalam, Lasusua Sub District, North Kolaka District, South east Sulawesi it was one of the isolated schools in North KolakaDistric, located on the mountain it was about eight kilometers from the level of land with no electricity, people still used solar power for doing an activity related to electricity. The subject was the third grade students in the academic year 2019 – 2020 with 14 students. The data was collected by using observation and interview. The result showed that they gave various behaviors, some of them were diligent, obedient, and polite some of them were lazy, always messing about, and denying. By giving positive reinforcement students were not eager to get the reward even though the teacher promised a special reward some of them were still not change the behaviors. These behavior such as did not do the homework on time, messing about when their friends start to work, do not come at class on time, and keep the class noisy. While by giving negative reinforcement some students still much less discipline and less concern about their education.

The purpose of this research was to enhance students' grasp of grammar, focusing particularly on prepositions of place, by utilizing the Interactive Preposition Game (IPG) as a method for teaching and learning.. The study involved fourth-grade students from an elementary school as participants, with the researcher who carried out the action research in the classroom also serving as the teacher. The intervention cycle was executed a single time. The gathered information consisted of tests, along with interviews, and the teacher's reflective journal. The data revealed progress, as evidenced by a rise in average scores from the second test (25%) to the first test (82%). Furthermore, it was discovered that the Interactive Preposition Game (IPG) was able to improve students' comprehension, motivation, and foster an enjoyable learning atmosphere within the classroom. The study's outcomes revealed that the students exhibited favorable behaviors and reactions when the Interactive Preposition Game (IPG) was employed as a tool for learning grammar.