The objective of the research is to investigate the kind of activities take place during the processof teaching writing recount text through picture series and to identify the benefits that the students obtained from writing recount text through picture series. This research used a qualitative descriptive research method. The respondents of the research are an English teacher and seven grade students of Mts Nurul Hidayah Batujajar. The data were obtained from observation and interview. The results of the study revealed that the teaching writing by using picture series can improve students’ ability in writing recount text. Specifically, they showed some improvement on process of writing and vocabulary. Moreover, the data from observation and interview showed that there are some benefits, which are the development of students’ writing ability, the increasing of students’ participation in the class, fun learning’s atmosphere and the increasing of students’ writing interest.

This research is based on the importance of listening skill for students at Senior High School especially twelfth grade, because they will face the National Examination. As one of English skill, listening is the most difficult skill to be taught and  this process cannot be avoided by all teachers who teach English. Moreover, some teachers still get difficulties how to teach listening to students and this research is focused on Analyzing Teacher’s Difficulties in teaching listening. In this research, the writer used case study and qualitative research method.  The subject of this research was one of an English teacher at MA Islahul Aqidah Cikalongwetan West Java. The instruments of this research are observation, interview and questionnaire. In short, the results of this research showed that teacher’s difficulties divided into two factors, those are internal and external factors. Internal factors which came from the respondent himself such as; he feels the difficulties in teaching, preparing listening materials, choosing method, technique, and strategy. External factors are; sound from environment activities like woodcutter machine, module, media problem as cable injector of sound system to laptop, English laboratory, electric off, and the difference of listening materials in syllabus 2013 curriculum and National Examination materials.

A number of studies suggested that journal writing is a supportive tool that encourages learners' reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and students' texts. The results of the study revealed that reflective reading journal can be used effectively to improve students' writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to students' journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.

This study is aimed at exploring teachers' techniques in teaching reading comprehension at one senior high school in Bandung Barat and investigating exploring the problems that the teachers encountered in teaching reading. This study employed a case study research design which used two data collection, observation and questionnaire. Two English teachers were purposively selected to participate in this research. Then, they were analyzed and reported descriptively. After being analyzed, the data revealed that the respondents used the teaching reading comprehension techniques in three reading stages: prereading, while-reading, and post-reading stages. In pre-reading stage, they applied Previewing technique and Vocabulary Instruction Technique; Pre-Reading Questions and Brainstorming Technique and discussing text type. Then, in while reading stage, they used Question-Answering Techniques, Vocabulary Instruction Technique, Recitation and Reading aloud. In post-reading stage, they conducted reviewing technique and follow up strategy. The data also indicated that in teaching reading comprehension, there were four problems encountered by the respondents in teaching reading: lack of students' vocabulary mastery, lack of motivation in reading, students were not used to read a lot on a regular basis and teaching time allocation. With reference to the findings, it is recommended for English teacher to select appropriate technique in teaching reading which is relevant to the students' needs. In addition, the teachers also are expected to improve their ability in teaching practice. It can be done through joining some trainings and workshops about techniques in teaching, reading a lot of sources, and sharing information with others teachers.

Speaking can be defined as an activity to share or discuss information that helped people to communicate with each other. To improve the students’ speaking learning interest, the teacher needs to recognize how to teach speaking effectively, and what instructional materials are the most appropriate for their students. The aims of the research are to find out whether or not teaching speaking using three – Step interview technique in improving students’speaking ability and to find out the teaching and learning situation when three – Step interview technique implemented in the speaking class.This research is Classroom Action Research. The data was collected through observation, interview and test. The respondents of this research were the seventh grade students of SMP Putra Juang Cianjur.This research revealed that the pre-test data the average was 45,86. After implementing the three-step interview technique in every cycle, the students’ speaking score was getting better. It can be seen from the result of students' average score Cycle 1 was 51,60 and Cycle 2 was 60,26 It can be concluded that the three-step interview technique can improve students’ speaking interest and three step interview technique can improve speaking classroom into a better situation. Keywords:   three step interview, speaking interest, CAR.