Due to the severe situation of Covid-19 pandemic, teacher and students were forced to conduct online learning which was conducted synchronously or virtually. In a virtual classroom, teachers and students are all connected online via communication tools or their devices such as a computer, laptop, or smartphone at the same time. WhatsApp (WA) was considered as an online platform that supported the virtual classroom. Through WA, sharing information combined with some formats of file such as audio, video files, images, and location data could be done. This study was conducted to know some challenges of teaching English in a virtual classroom using WhatsApp during Covid-19 pandemic. A qualitative descriptive research method was used. The data were collected by distributing questionnaires to the fourteenstudents and an interview with the lecturer of Classroom WhatsApp group of Language in Society class.The findings displayed that the challenges were; 1) students’ attendance checking, 2) students’ English language skills, and 3) internet connection.

The purpose of this research was to explain difficulties faced by the eighth graders of SMP Bait Qur'an in writing a recount text. Descriptive qualitative was used to investigate this research. To obtain the data, a written test and a questionnaire were applied. To analyze the obtained data, data reducing, data displayed, content analysis, and drawing a conclusion were applied. Then the data were analyzed using percentage analysis. The test results showed that most students had poor ability in writing a recount text. It could be seen that 12 students (54.54%) were very poor in writing content of the recount text, 15 students (68.18%) were very poor in the organization of the recount text, 12 students (54.54%) were very poor in the vocabulary of the recount text, 19 students (86.37%) were very poor in the grammar of the recount text, and 16 students (72.72%) were very poor in the mechanic of the recount text. Most students had difficulties understanding grammar use in a recount text. It happened because they were lack of knowledge about the recount text itself and less practice writing a recount text.

This study aimed at investigating whether or not there was a significant difference in writing achievement between the students who were taught by using Question and Answer Controller Composition (QACC) technique and that of those who were not. A quasi-experimental method was conducted toward the eleventh grade students in Senior High School YPPG Tanjung raja in which forty-two students were involved as the sample which was divided into two groups. In collecting the data, a written test was administered. Before giving the test, the test was tried out to non-sample students in order to know its validity and reliability. Then, the data were analyzed using t-test through SPSS 16. The result showed that t-obtained was 4.788 at the significant level 0.05 and the critical value of t-table was 2.0211. Since t-obtained (4.788) was higher than t-table (2.0211) and pvalue (0.000) was less than αvalue (0.002), it could be concluded that the null hypotheses (Ho) was rejected and the research hypotheses (Ha) was accepted. In other words, there was a significant difference in writing achievement between the students who were taught by using Question and Answer Controller Composition (QACC) technique and that of those who were not.

This study aimed to recognize the problems  faced by the tenth graders of SMA Negeri 1 Jejawi and to determine the  factors that influenced  students’ difficulties in comprehending recount text. This study was a qualitative research. The subject of the study was the tenth grade students of SMA Negeri 1 Jejawi in academic year of 2019/2020. The techniques of collecting the data were interview and reading comprehension test. To analyses the data, reducing, data displayed, content analysis, and draw conclusion were applied. The result of the study showed that there were 68.7%  students  had difficulties in finding the main idea,  70.15% students had difficulties in understanding vocabulary,  66% students had difficulties in finding reference,  59.3% students had difficulties in finding purpose of the text,  67.24% students had difficulties in finding detail information, and 81.95% students had difficulties in determining the generic structure of the text. Some factors influenced students’ difficulties in comprehending recount text were material that has long passage, limitation of words, learners’ background, and environment.