This quantitative research was aimed to find out whether there was any significant correlation between students’ reading habit and reading ability and also to find out the most correlated aspect of reading with students’ reading habit. The subject of research were thirty four students at MAN 1 Bandar Lampung. The researcher measured reading habit by using questionnaire. On other hand, reading test was used to assest students’ reading ability. The data from both instruments were analyzed by using Pearson Product Moment. The result showed that there was a significant correlation between students’ reading habit and reading ability since the significant correlation coefficient was 0.000 and the r value was 0.840, which indicates very high correlation. Reference has shown as the most correlated aspect among reading aspects. Keywords: correlation, reading habit, reading ability

Students’ worksheet is nedeed since it can help  the  students’ to achieve  the optimal learning objectives. However, based on the information gathered from the teachers’ association, , most of the teachers never provide students’ worksheet. Therefore, this public service gave  chance for SMA English teachers in Bandarlampung to create   good students’ worksheet.  This activity was lasted for 3 days, and the steps  are ; 1) Explaining the concept of students’ worksheet  by giving the example of students’ workshet, 2) learning community, where the participants work in a small group to produce students’ worksheet based on provided learning objectives ,3)  presenting  the result by the representative of each  group, and 4) individual task. This program showed that 6 participants  (14%)  were able to create students’ worksheet with very good catagory, 30 participants (72%)  with good catagory, and 6  participants   (14%)  with good enough catagory. The participants were able to create students’ worksheet because they were directly  given the example, and  were discussed together with the tutor. By involving all students in learning community, they can share their ideas. In addition, presentation of each representative of each group made the participants  have deeper understanding because they got input foron pers and tutor.

The speaking learning model with communicative approach has been widely adopted in various countries as a method of learning English because speaking learning with communicative approach proved effective to facilitate students actively involved in the learning process of English, especially speaking. The effectiveness / success of speaking learning by communicative approach as a way of English education in helping students improve speaking skills is evidenced by the discovery of some research tried in various countries where English as a foreign language. However, in Indonesia this method is still not popular and very few teachers or practitioners apply this method. Therefore, this community service activity aims to help English teachers in South Lampung Regency improve insight and knowledge about the development / creation of a speaking learning model based on communicative approach through training and workshops by presenting material development of task-based speaking teaching materials theoretically; and conduct simulations of the development of task-based speaking teaching materials. The results of the training showed that the participants of this training gained real efficacy is an increase in professionalism in order to be able to correct the quality of the English education process, especially speaking so that the dialogue skills of students in schools face an increase. Prolonged similar training in the future still really needs to be tried.

This research was aimed to find out whether there was significant correlation between students’ self-confidence and their speaking skill and to find out which aspect of speaking had the most correlation with students self-confidence. Applying quantitative approach, this research was conducted using questionnaire and speaking test. The subjects of the research were thirty students at SMA Negeri 3 Bandar Lampung. The data of the questionnaire were collected through Google Form and the speaking tests were gathered through Google Drive. The correlation of the data was analyzed using Pearson Product-moment correlation with the significant level of 0.05. The result showed that there was significant correlation between students’ self-confidence and the students speaking skill with the r- value is 0.830 and the sig. value is lower than 0.05 (0.00<0.05). To find out which aspect of speaking has most correlation with students’ self-confidence, the researcher used Pearson Product-moment. It was found that fluency was the aspect that has the most correlation with self-confidence by having the score of 0.767. It can be concluded that there is correlation between students’ self-confidence and their speaking skill.

Reading has an influential role in language achievement where each student has their own preferred way to guide them which is called learning styles. The researcher interested in conducting the comparative study because students’ learning styles i.e., visual, auditory, and kinesthetic have dissimilar attainment in reading comprehension. The objectives of this research were to determine i) the significant difference in students’ reading comprehension achievement among students with visual, auditory, and kinesthetic learning styles and ii) the highest and lowest reading aspect of each VAK student’s achievement. The approach of this research was quantitative. The sample of this research was 30 students in X IPA 6 of SMAN 3 Bandar Lampung chosen by purposive sampling method. Questionnaires and reading test were used to collect the data. The data were analyzed by using One Way Anova and MANOVA in SPSS 17.0 for Windows. The result showed there was a significant difference in students’ reading comprehension achievement based on their learning style since the f-value was 1.287 with the alpha 0.07. In addition, the result of the VAK students’ achievement showed the highest aspect of visual students was determining vocabulary, while the highest aspect of auditory and kinesthetic students was determining reference. The lowest aspect of visual and auditory students was finding main idea while the lowest aspect of kinesthetic students was making inference. Keywords: reading comprehension, reading achievement, visual, auditory, kinesthetic