This research aimed to investigate the students’ perceptions of the flipped classroom approach in learning English at SMPN 2 X Koto Tanah Datar. The flipped classroom model, which reversed traditional in-class activities and homework, introduced new content at home through videos or readings, and dedicated class time to interactive, hands-on activities. This method sought to enhance student engagement, promote active learning, and provide opportunities for personalized instruction and immediate feedback. The study employed a descriptive quantitative method, focusing on second-grade students. Data were collected using a questionnaire that was distributed to 64 students, who were selected through purposive sampling. The questionnaire aimed to gauge students' perceptions of various aspects of the flipped classroom, including self-directed learning, collaboration, responsibility, learning performance, flexibility, and student satisfaction. The population for this study consisted of all second-grade students at SMPN 2 X Koto for the academic year 2021/2022, totaling 95 students across three classes. The sample was selected using purposive sampling, focusing on classes VIII.1 and VIII.2, to ensure participants had the specific attributes necessary for the research. Based on the findings and analysis, it can be concluded that students at SMPN 2 X Koto Tanah Datar have a highly favorable perception of the Flipped Classroom approach in learning English. The study, which involved 95 second-grade students, revealed positive responses across various aspects such as autonomy in learning, collaboration, responsibility, learning performance, flexibility, individualized experiences, interactions, and overall satisfaction. With an average score of 81.41%, categorized as "Very Good" by Arikunto's criteria, the Flipped Classroom methodology is well-received and deemed beneficial for English education at SMPN 2 X Koto Tanah Datar.

This research was done  due to several problems on the students’ ability and impact to the score in reading comprehension.The first problem because the students do their task alone, the second problem the students had low motivation to read the text, the last problem the students felt bored with learning model used. The researher expected wether the power of two strategy is able to give significant effect on students’ reading comprehension. This research was an experimental research. The researcher chose quasi experimental design by using the experimental class and control class. The population of this research was 1th grade of SMA N 1 Pangkalan. The sample was X MIPA 1 which was as treated experimental class and  X MIPA 2 was treated as control class. To determine the sample, the researcher used  cluster sampling because the class have similar characteristic in score of reading test and have similar problems in reading comprehension.The researcher used the reading test as instrument.To analyzed the data, the researcher used Liliefors test for normality test. Then to test the hypothesis, the researcher used t-test and   Based on the analysis of the data, the result was also indicated by the mean of experimental class pre-test score which was 60.36. It was higher than the control class pre-test score which was 49.29. The result was also indicated by the mean of experimental class post-test score which was 85.86. It was higher than the control class post-test score which was 61.86. It meant there was significant effect of using the power of two strategy on students reading comprehension. It was concluded that Ha was accepted and H0 was rejected. The students who were taught by using the power of two strategy better than the students who were not taught by using the power of two strategy. To sum up, the power of two strategy has a significant effect on students reading comprehension on descriptive text at 1th grade of SMA N 1 Pangkalan.

There are several problems found in this research, such the material used by teacher was not related to the major, textbook for  students was not provide the material related to their major, and the material only taken from the internet by teacher randomly. This research is research and development which uses the theory of Sugiyono. The stages in this development are research, developing, validation, and testing. The subjects in this study were 36 students from the tenth grade of Computer and Network Engineering. The need analysis shows, students want to learn reading material that is related to their major and useful when they work after graduation. For validation by expert, the English reading material is categorized as "Very Valid" with the percentage score obtained is 83%. The practical results that have been given to teacher and students, the English reading material is categorized as "Very Practice" with  score 92%. And the last, the effectiveness of the English reading material is effective, it gets a significant value of 0.00 which is <0.05,it means that the English reading material is effective. So overall, the developing of English reading material is  accordance with the needs of students majoring in computer and network engineering.

This study aims to determine the effect of the shared reading strategy on students' reading comprehension in class II narrative texts at SMPN 2 X Koto Tanah Datar for the 2021/2022 academic year. This research is caused by several problems related to teaching reading. First, students have difficulty identifying the main idea. Second, students lack the desire to read a text. The last is a problem related to teaching reading by the teacher. The strategy used in teaching reading is still conventional. To overcome this problem, researchers have implemented a shared reading strategy.
This study uses experimental research. Researchers used a quasi-experimental design using a non-equivalent control group design. The population in this study were class II students at SMPN 2 X Koto. Sample in VIII.
From the results of the calculation of the post-test values ??of the two classes, the average post-test value (2) of the experimental class was 71.77. This is higher than the average post-test control class (1), 61.29. This means that the alternative hypothesis (Ha) is accepted and it can be interpreted that the reading test results of students who are taught using the shared reading strategy are better than the results of the reading tests of students who are not taught using the shared reading strategy. So, it can be concluded that all hypotheses are accepted. It is proven that the use of shared reading strategies helps students' reading comprehension of narrative texts well.