This study aims to find out the difficulties on online learning in speaking skill.  The researcher used a descriptive qualitative design by taking the sample used simple random sampling and then obtained XII Science 5 with the total number of 36 students, unfortunately three students did not fill the online questionnaires. Thus, there were 33 students as a sample. In collecting the data, the researcher used an online questionnaire. The result of this study showed the students’ difficulties on online learning in speaking skill were: Pronouncing problems 66.6%, students having difficulty interacting with others 63.6%, limited vocabulary 57.5%, lack of grammar 54.5%, poor internet connection 48,4%, students have not enough understanding to explore and express their ideas 33.3%, furthermore the students lack of fluency 21.2%.Keywords: Online learning, Online questionnaires, Speaking difficulties.

This research was aimed to find out whether the writing task in “Pathway to English” textbook appropriate with the criteria of writing task as suggested by Paul Nation, in Nation’s theory. There are four kinds of tasks that suggested. Each of tasks has the following type : (1) Experienced Task (linked skills, draw and write, ten perfect sentences, partial writing, setting your own questions), (2) Shared Task (reproduction exercise/dicto-gloss, blackboard composition, group-class composition, writing with a secretary), (3) Guided Task (translation, picture composition, delayed copying, writing with grammar help, answer the questions, correction, complete the sentences, back writing, put the words in order, follow the model, what is it?, change the sentences, join the sentences, writing by steps, marking guided writing), (4) Independent Task. The method of this research was descriptive qualitative. To analyzed the data, the researcher used qualitative content analysis method. Research findings there are 54 types of writing task: 2 Experience task (1 Partial Writing, 1 Setting your own question), 1 Shared task ( 5 group class composition), 8 Guided task (1 translation, 7 look and write, 1 picture composition, 7 writing with grammar help, 10 answer the question, 4 correction, 11 complete the sentences, 2 put the words in order, 1 Independent task (6 independent).  The result of this research was that there are criteria are found that match with the criteria as suggested by Paul Nation, this proves that this book is appropriate with the criteria as suggested by Paul Nation.Key Words: Writing Task, English Textbook, Task Analysis

This research aimed to find out whether there is a difference in English achievement between students who have experience of studying English at elementary school for more than 4 years and students who do not have such experience. This research was quantitative research and a comparative analysis techniquehas been employed. The participants of the research were the first grade students of SMP Negeri 5 Kota Jambi academic year 2017/2018. The sample of this research comprised of 50 experienced students and 50 non-experienced students. In analyzing the data,normality and homogeneity,t-test was used to establish the significant data. The result of analysis data between variable X1 and X2 used SPSS 16 for Windows showed that the value of to (tobservation) was 3.36. In the t-table, score degree of significance of 5% is 1.98 and score degree of significance of 2.50% is 2.28. It can be concluded that t o was higher than t-table (3.36 > 2.28). It means that experienced students and non-experienced students have significant difference in their English achievement.

This research aimed to find out the effect of using English short stories in reading comprehension toward students’ ability of junior high school No. 15 Jambi City. In order to achieve the objective of this research, the research design used quasi-experimental. This research took two classes, an experimental class and control class. VII B was experimental class that consist of 30 students were taught by using English short story, and VIII C was control class that consist of 30 students were taught by using non-English short story. This research used a test instrument, a reading test in the form of multiple-choice test with 20 items with options A, B, C, and D. The technique of data collection of this research used a test as a research instrument. The technique of data analysis of this research is calculation the students' score and analyzing the students' score using SPSS. The data was analyzed by T-test using SPSS for windows version 16.0. The difference. It is found that the value of sig was 0,004, at the significance level of 5% (0,05) and then 0,004 < 0,05. In this research, Ho (null hypothesis) is rejected because the value of Sig < a in significant degree. (0,004 < 0,05) and alternative hypothesis (Ha) is accepted if the value of Sig < a in significant degree (0,004 < 0,05).  The explanation above proved that there is an effect of using English short stories in reading comprehension toward students’ ability of junior high school No. 15 Jambi City

This research was aimed to find out what are the learning style used by the students at the Eleventh Grade of Senior High School 3 Jambi City. The research methodology of this study was quantitative descriptive research which involved population and sample. The total population of this research was the XI MIPA 1 students of Senior High School 3 Jambi City, which consisted of 28 students. In collecting the data, This research gave questionner as the instrument to collect the data at the class. The result of the research showed that the eleventh grade students of Senior High School 3 Jambi City learn English vocabulary in various ways. Moreover, the students with the highest percentage was found in auditory learning style (43%), then followed by visual learning style (21%), and the last kinesthetic learning style (21%). This research also found some students with multiple learning style which is visual/kinesthetic learning style (11%) and auditory/kinesthetic learning style (4%). This research concluded that students have different learning style in learning English, and they have a different way of developing their English skills in learning.