This research scrutinizes find out To find out the student’s error in using passive voice at the Students of MA DDI Banua. The Objectives of the study are: (1) to obtain and identify the common error made by students in constructing Passive voice in Simple past tense and (2) to obtain the causes of errors in constructing Passive voice in simple past tense. The method used in this research was descriptive qualitative. In collecting data, the writer used 3 (three) types of techniques: Observation, interview and test. This research was carried out the students of MA DDI Banua. The population of the research are the students of MA DDI Banua in Academic year 2015/2016 with total number was 79 and Sample of the research will be taken by using random sampling technique. The researcher take language class since the researcher would like to know the students’ ability in language class about passive voice. The sample is from class XI with consist of 18 students. Based on the finding and discussion, the researcher concludes the highest until the lowest frequency and the percentage of errors made by students derives from Information of Passive Verb The writer gave a 20-item highest until the lowest frequency and the percentage of errors made by students derives from global error with 231 errors or 84.61%, local error with 42 errors or 15.39% and the highest until the lowest frequency and the percentage of errors in Information Error made by students derives from Verb 3 (196 errors or 40.55%), Object Pronoun (49 errors or 13.61%), Subject – Object (87 errors or 24.16%), Be (78 errors or 16.11).

This paper attempts to improve the pre-service teachers based on student's learner Autonomy. The EFL classroom by first describing the role of translation in EFL learning, then exploring Learner Autonomy can be regarded as an effective teaching method to elevate student's Translation skill. Research setting at West-Sulawesi University, Majene West Sulawesi.  The method was used pre-experimental design by one group pretest and posttest.  Over 22 students programming Translation were the samples of this study by using purposive sampling technique. To collect the data, researchers used translation test as instrument, it was applied on pretest and posttest. To improve student's skill towards Translation, Learner Autonomy was implemented for 12 meetings within 4 months. The notion of learner independence or learner autonomy moves into an area where learners can direct their own learning particularly in translating the sentences and text provided during the class. It could mean those learning activities which take place without the immediate intervention of the teacher. In this scenario, learners set their own objectives and follow strategies devised by them to fulfill them. This is in turn facilitates the learner to become more efficient and effective when they study independently. Learners are compelled to assume responsibility for their own learning. The result of this study was Learner Autonomy successfully elevated the pre-service teacher's Translation.

This study aims to determine whether collaborative writing is effective to improve students' writing skills or not and to know students' perceptions of collaborative writing. This research was conducted at SMAN 3 Majene. The samples of the research were 40 students from grade X or tenth grade. The researchers employed mixed research methods. Researcher used tests to collect data about the ability to write descriptive texts and interviews as research instruments to collect data about the extent of the influence of collaborative writing on motivation and self-confidence in learning. The data analysis technique uses Statistical Product and Service Solution (SPSS) 20 to analyze quantitative data and qualitative descriptive analysis techniques to analyze qualitative data and the results of this study indicate that there is an effect of collaborative writing on learning motivation. Based on the results of the N-Gain score test which were analyzed using SPSS, it showed that the average N-Gain score for the experimental group (collaborative writing) was 52.5034. It is categorized less effective category with a minimum N-Gain value of 36, 17% and a maximum value of 66.67%, it indicates that the effect of collaborative writing on students' learning motivation is able to improve students' writing skills with category less effective. Thus, this collaborative writing is recommended to improve students’ writing skills.

This study aims to determine the improvement of student speaking in discussions in 11th grade students of SMA 2 Majene in the 2022 academic year. The research method applied is experimental research (quantitative method). The subjects of this study were the 11th grade students of SMKN 2 majene with a total of 40 people. The sampling technique employ the random sampling method. The instruments used in this study were tests and questionnaires. The type of test for speaking is an oral test, the researchesr give a picture in class and then students are asked to describe the picture. From the research data, it was found that the students' t-test scores (-4.171) from df (19). Based on the output it was obtained value of Sig. (2-tailed) 0.001 < 0.05, then it can be concluded there is a difference in students' outcomes between in pre-test and post-test. In conclusion, implementing group discussion learning to teach speaking is effective to improve vocational high school students’ speaking proficiency.Keywords: Speaking Proficiency, Group Discussion, Vocational High School.

Penelitian ini bertujuan untuk mengetahui (1) sejauh mana pengaruh penggunaan materi bacaan berbasis kearifan lokal pada mata kuliah Reading for Information; (2) persepsi mahasiswa terhadap penggunaan materi bacaan berbasis kearifan lokal pada mata kuliah Reading for Information. Populasi penelitian ini adalah mahasiswa semester II di program studi Pendidikan Bahasa Inggris, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Sulawesi Barat dengan sampel 50 mahasiswa. Metode penelitian ini adalah pre-experimental research terdiri dari pre-test, 6 kali perlakuan, dan post-test. Pengambilan data melalui dua instrument: multiple choice dan angket. Analisis data dengan menggunakan SPSS. Hasil penelitian ini menunjukkan bahwa nilai t-test dan skor mahasiswa pada post-test adalah p< 0.05. Ada perbedaan siknifikan skor mahasiswa antara pre-test dan post-test setelah perlakuan dengan materi bacaan kearifan lokal pada mata kuliah Reading for Information. Analisis kuisioner menunjukkan bahwa persepsi mahasiswa terhadap penggunaan materi bacaan kearifan lokal pada mata kuliah Reading for Information berpengaruh. Keywords: materi bacaan, kearifan lokal, reading for information.