Since the outbreak of Covid 19 in Indonesia, all universities, including Universitas Muhammadiyah Makassar, had made a decision for lecturers and students to learn from home (LFH) since March 16, 2020. This decision certainly has an impact on the change of the learning process which is used to face-to-face in the classroom then drastically changed and become online learning. This study aims at investigating the effectiveness of online learning on the Academic Writing course in the English Education Study Program. Pre-experimental design is the method where the sample is purposively chosen. The data is collected by giving pre-test and post-test and questionnaire. The study reveals that students get better writing skills after learning online. It can be seen that the pretest is 50.6 becomes 75.8 in the posttest. Meanwhile, after calculating the t-test it is also found that the effectiveness of online learning on Academic Writing Course through Google Meet is 55%. It is then concluded that online learning using Google Meet on Academic Writing Course has a positive effect on students' writing skills.

Teachers as professionals are required to always improve their competence and capabilities so that theycan teach their students as well as and as much as possible. One effort that can be done by the teacher is to improvethe quality of learning through classroom action research. This community service aims to motivate teachers in SMPNegeri 23 Makassar to carry out classroom action research and to help them improve their competence inconducting classroom action research (CAR). The service in the form of workshop provided training to t he teachersin the school which was attended by 55 teachers. The methods used are lectures, discussions, question and answer,and training. The activity includes: 1) lecturing on how to carry out a classroom action research; (2) techniques forpreparing classroom action research proposals; and (3) techniques for preparing classroom action research reports.The output of this program are: 1) the teachers are motivated and willing to develop learning innovations in schoolsthrough classroom action research and 2) the teachers make proposals and carry out classroom action research.

Social competence is one of the competency standards that teachers must possess to be accredited as educators. With the social competence of teachers, they can communicate and associate effectively with any circle. Teacher competence is theoretically studied separately based on government law no. 14/2005 on teachers and lecturers. This research aims to determine the EFL teachers' social competence in Junior High School who followed the Professional Education Program. The sample of this study was 47 EFL teachers in the 2020-2021 academic year taken from the first and second Batches. The instrument used to collect data was closed questionnaires in the google form using the Likert scale. The collected data were then computerized and tabulated using descriptive statistics (frequency and percentage). The results showed that most EFL teachers (55%) agreed to treat students fairly and not discriminate against their parents/guardians and the school environment because of their religion, ethnicity, gender, and socioeconomic status. EFL teachers also discuss with colleagues and provide positive responses to others, can adapt well or adapt anywhere, and communicate the results of learning innovation through various media, peers, the scientific profession orally, writing, and other forms. It indicates that the Professional Education Program for In-Service Teachers contributes to the EFL teachers of junior high schools, in particular on social competence.

This research aimed to find out kinds of errors in the use of active and passive English causative in writing is made by the sixth-semester Students English Department at the Muhammadiyah University of Makassar. The method of this research was a correlation with the descriptive quantitative method. The instrument of this research was the writing test. This research took population was the sixth-semester students of English Department at Makassar Muhammadiyah University. This research used the random sampling technique. It is the ideal way to take sample objectively. The researcher took 5 to 6 students from each class by lottery. The total samples were 56 students. The result of the study signs students' error in two categories. They were students’ error in using active and passive English causative. The findings indicated 1107 errors in using active English causative, which the most dominant error is misformation with 578 times of appearances or 52.22%. Addition occupied the second place of the most dominant error with 430 times of appearances or 38.85%. Omission took the third place of the most dominant error with 80 times or 7.22%. Misordering occupied the last place of the most dominant errors with 19 times of appearances or 1.71%. While, the error in using passive English causative indicated 1194 error, which misformation is the most dominant error with 575 times of appearances or 48.16%. Addition occupied the second place of the most dominant error with 394 times of appearances or 33.00%. Furthermore, omission took the third place of the most dominant error with 127 times or 10.64%. Misordering occupied the last place of the dominant error with 98 times of appearances or 8.20%. Based on the research, the researcher concluded that students made the most dominant errors is misformation and the students rarely made misordering errors both are in using active English causative or passive English causative.

This study aims to determine the types of reinforcement that the teachers use in the classroom as well as students’ perceptions of teachers’ reinforcement when teaching English in the classroom. This research is a qualitative design. It describes the reinforcement used by English teachers and the students’ perception, as well. There are three instruments to obtain the data, namely; observation, questionnaire, and interview. Observation is used to see teachers’ reinforcement and students’ response when the teachers use reinforcement, the questionnaire is to see and get more information about students’ perception towards teachers’ reinforcement in teaching English, while the interview is used to see the types of teachers’ reinforcement in the classroom activities. All the data are processed and presented in a descriptive form to ease the readers to get complete information about the research results. The findings show that teachers’ reinforcement in the classroom influence the students’ response. It means that students’ responses and perceptions will depend on the types of reinforcement used by the teachers. Then, it can be concluded that the more positive the teachers’ reinforcement, the more positive and the better the students’ response, and perception will be.