This research aimed to figure out the strategies used by the English teachers in teaching reading and how they applied the strategies. This research was designed as descriptive qualitative research. The research was conducted at Junior High School 09 Bengkulu City. Participants of the research were two English teachers who teach in second grade of that school. Each English teacher had eigh meetings that observed by the researcher. The instruments of the research were strategies checklist and interview. The instruments were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages; they were Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The result showed that the teacher one used several strategies in teaching reading comprehension. The strategies were brainstorming, reading aloud, and asking for specific information. While the teacher two used nine strategies. They were encouraging the use of dictionaries, reading aloud, reread for checking comprehension, evaluating comprehension in particular tasks, and asking questions for specific information. Both teachers applied and combined the strategies divided into three stages of teaching reading comprehension. The stages were pre-reading stage, while reading stage, and post reading stage. The strategies applied were very effective in teaching reading comprehension in that school. It was proven by the students’ motivation, students’ attention, and teachers’ ease in teaching and learning process. Keywords: Reading Comprehension and Teachers’ Strategies.

This research attempted to find out the factors causing foreign language anxiety in speaking. This research was  carried out by employing descriptive quantitative design. The population of this research was the third semester students of English Education Study Program of University of Bengkulu in academic year 2017/2018. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 29questions related to the anxiety. The results of this study showed that the students mostly had the anxiety. There were three factors that causing the anxiety of the students in speaking; Test Anxiety (Mildly Affected; Mean Score: 3.09), Fear of Negative Evaluation (Mildly Affected;Mean Score: 3.00), and Communication Apprehension (Mildly Affected; Mean Score: 2.90). In conclusion, there were three factors that causing the student’ anxiety in speaking, and the most dominant factors is the Test Anxiety.  In addition, from the test anxiety, it was found that mostly students were afraid of the consequences failing their speaking class

HOTS were three upper cognitive processes of Bloom's revised taxonomy by Anderson and Krathwohl (2001) which consisted of analyzing, evaluating, and creating. The objectives of this research were (1) to know the distribution of HOTS in English teacher-made test (2) to evaluate the relevancy of the English teacher-made test with the competencies in English simplified syllabus; (3) to know the reason for less appearance of HOTS in the English teacher-made test. This research focused on English teacher-made tests for grade X and grade XI in the academic year of 2020/2021 at the senior high school number 6 and senior high school number 11 in Bengkulu city. This study adopted a mixed-method as the research design. The first result displayed that HOTS obtained lower distribution rather than LOTS and MOTS in English teacher-made tests for grade X and grade XI at both schools. The second result showed that the English teacher-made tests for grade X and grade XI at both schools were relevant to the English simplified syllabus. The last, the reason for less appearance of HOTS in English teacher-made test at both schools came from two aspects. From the teachers' aspect, they needed more HOTS professional training to improve their understanding of HOTS. From the students' aspect, they needed to practice and learn more about HOTS questions, because most students could not work with HOTS questions.

Reading as a fundamental language skill become an essential skill in academic and social life. Especially at school, the teachers need to enrich the strategy in teaching and learning process. The objectives of this study were to find out 1) the improvement of students’ reading comprehension of the ninth grade (IXC) of SMPN 13 North Bengkulu, 2) some factors influence the change of students’ reading comprehension at the ninth grade (IX C) of SMPN 13 North Bengkulu. This Classroom Action Research (CAR) involved 25 students of the ninth grade of SMPN 13 North Bengkulu. Quantitative and qualitative data were employed to investigate the improvement of the students’ reading comprehension and the factors influence the changes of students’ reading comprehension. Reading comprehension test, observation checklists and field notes, and interview were the instruments of this research.  Based on the test results, the percentage of students who had achieved the success criteria increased from 8% at the baseline to 80% at the end of the study. It can be concluded that applying Thieves strategy improved students’ reading comprehension and it was influenced by the student’s factors (attention, interest and participation) and the teacher’s factors (enriching the material and classroom management).

This study aimed to ascertain proportion of Higher Order Thinking Skills (HOTS) based on the revised edition of Bloom’s Taxonomy in the language skills and language knowledge of tasks in the textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools published by the Ministry of Education of the republic of Indonesia and its relevancy to the 2013 curriculum. By employing a content analysis research design, this study employed content cards as the instrument for analysing the textbook, in which two techniques were used to administer the data, namely content analysis and documentation. The data were analysed qualitatively using Brookhart including compiling, disassembling, reassembling, interpreting and concluding. Results turned out that the proportion of HOTS in language skills is integrated well. In addition, the content of higher-order thinking skills in tasks of the compulsory English textbook of “Bahasa Inggris of class ten employed in senior, vocational and Islamic senior high schools” is relevant to the 2013 curriculum. It has fulfilled the standard suggested by the Decrees of the Ministry of Education. It is recommended that the teachers need to train students extensively on the implementation of the HOTS to achieve the goals targeted in the 2013 curriculum well.