This study aimed to investigate (1) How student performance in vocabulary mastery (2) How student performance in reading comprehension (3) Is there any correlation between student’s vocabulary mastery and reading comprehension. This research used a descriptive research method. The researcher focused on the correlation between vocabulary mastery and reading comprehension at XI grade MAN Selayar. The number of sample was 24 students and used random sampling technique. The researcher used test as instrument. In addition, the data collection techniques used a questionnaire. The researcher finding was found that the vocabulary mastery of the XI grade of MAN Selayar was categorized into poor. It was indicated by the mean score (82.20) and the students reading comprehension was categorized fair. It was indicated by the mean score (84.64). Meanwhile, the results of the correlation were found with the results of 0.914. From these results it has been concluded that the correlation between vocabulary mastery and reading very strong. Because based on the product moment the correlation value calculation formula is 0.914, and that has included very strong value.

This research is aimed to determine the kinds of English Intonation used by students when reading aloud. This research was descriptive qualitative. The population were 20 students at the third semester students of English Education Department in UNISMUH Makassar. The instrument used reading text and recording.The result showed that the English intonation used by students when reading aloud a text was very different and varied and  the intonation they used was not only rising and falling intonation but also rising falling intonation in some word. Good and correct intonation is very influential on the comfort and for hearing easy to get the meaning of a text.

The purpose of this research is to find out and analysis the students’ problems in writing passive voice made by the second grade of SMAN 9 Takalar. The design of this research was descriptive quantitative research. The total number of the sample was 15 students. The researcher used the purposive sampling technique. The instrument used to get the data was a test and questionnaire with Google Form as data collection tool. Based on the result, the researcher found the percentage of students’ problems in writing passive voice. The researcher found that 13 students with a percentage of 86,67% had a problem writing passive voice in the simple present tense, and 12 students with a percentage of 80,00% had a problem writing passive voice in the simple past tense. The causes that become problems for students in writing passive voice are knowledge and understanding, less practice, and educational background. Finally, based on the findings, it can be concluded that students of the second grade of SMA Negeri 9 Takalar have problems in writing passive voice and three causes that make students problems in writing passive voice.

The aims of this study to find out the effectiveness of Using ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension at eleventh grade of SMAN 9 Makassar. In this research was a Descriptive Quantitative research which used experimental research by applying random sampling technique. The samples of the research were the eleventh grade students of SMAN 9 Makassar consisted of 25 students XI.MIA 4. The researcher used one group pre-test post-test design. This research was not control group. In the first step, the researcher gave pre-test and gave eight meetings treatment with narrative text material. After the researcher did the treatment, the researcher gave the students post-test.This research findings were the value of pretest to post-test was higher. Before treatment the value of pretest was 70.6, but after the treatment, the mean score of student post-test was 89.8. The result also showed the improvement of student’s listening increased 21.38 %. It showed that t-test > value was higher than t-table 7.08>2.0. So, the conclusion is H0 was rejected and H1 was accepted, the effect of ARCS (Attention, Relevance, Confidence and Satisfaction) model to improve students’ listening comprehension is effective.