This study was aimed to see the Improving Pronunciation Ability at the first-grade students of SMK Negeri 2 Parepare. The objective of this research is to get the empirical data of the differences between students’ scores on pronunciation tests who were taught by using tongue twister technique and the students who were not taught by using tongue twister technique. The population of this research consists of 69 students and the sample of the research X Listrik A as the experimental class consists of 35 students. The research method used in this research was a quantitative method using a quasi-experimental design (nonequivalent control group). The data was collected through pretest and posttest. It aimed to know whether the tongue twister technique in teaching pronunciation can improve students’ pronunciation ability. Based on the calculation, the result of the data analysis by using t-test showed the value of t-test (to) was higher than t-table (tt), to >tt  = 3.0 > 1.667, insignificant degree of 0.05 (5%). As the statistical hypotheses show, if ttest (to) >ttable (tt) insignificant degree of 0.05 (5%), it means that the tongue twister technique (Ha) is accepted and the Null Hypothesis (Ho) is rejected. In conclusion, tongue twister technique is able use in teaching pronunciation.  

The aim of this study is to describe the technique that teacher use in teaching English pronunciation to young learners and the difficulties in teaching pronunciation for young learners at SD Negeri 82 Parepare. The sample of this study is the teacher and students at 5th Grade of SD Negeri 82 Parepare. The research method used in this study is a descriptive qualitative research. The instruments used in this study are observation checklist, list of questions, and document. First, observation is done in order to choose participants and to look the activity in the class, whereas interview is conducted in order to have other information, and document conducted to support data of this research. From the result of data analysis, it is found that the teacher used two techniques in teaching English pronunciation; drill and visual aids techniques. In drill technique the teacher used repetition drill, whereas in visual aids teacher use a picture. Those techniques still effective for young learners. However, this study gives suggestion to all teachers who teach pronunciation as reference and researchers to investigate the same research about teaching pronunciation. From the observation and interview with the teacher and some student, it found that there are some difficulties in teaching and learning pronounciation. It is luck of media to use in teaching process, the influence of student’s mother tongue, and uninterested student in learn English.

Grammar is study of rules that cover the combination of words to form meaningful and grammatically correct sentence. This study use Experience, Generalization, Reinforcement, and Application (EGRA) technique to improve students` grammar mastery. By using this technique the students try to find out the form and function of the sentence by themselves. Besides that, EGRA technique has various instructions to help students understand the material; giving picture, vocabularies and quiz in experience step, analyzing the text in generalization step, providing in reinforcement step, and giving a task in application step. This study was aimed to see the Improving Grammar Mastery at the tenth grade students of SMA Negeri 7 Pinrang. The objective of this study is to get the empirical data of the differences between students` score grammar test that were taught by using EGRA technique and the students were not. The population of this study consists of 273 students. The sampling process of this research is cluster random sampling technique. The researcher took two classes, X MIPA 2 as experimental class consisted of 36 students and X IPS 2 as control class consisted of 34 students. The design of this study is a quantitative method using quasi-experimental design (non-equivalent control group) with two group classess, namely experimental class and control class. The data was collected through pretest and posttest. It aimed to know whether the EGRA technique in teaching grammar can improve students` grammar mastery. The result of this research shows that students` grammar mastery significantly improves. Based on the calculation, the result of the data analysis by using t-test showed the value of ttest (to) was higher than ttable (tt), to > tt  = 9.11 > 1.667, in significant degree of 0.05 (5%). As the statistical hypotheses shows, if ttest (to) > ttable (tt) in significant degree of 0.05 (5%), it means that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. In conclusion, EGRA technique  is able to improve the students` grammar mastery.

Andhiny Angelia Vitriani, 2020. The Effect of Guided Question in Enhancing The Students’ Writing Skill at the Second Grade of SMPN 1 Parepare (Supervised by Amzah and Mujahidah). This research was aimed to find out  the effect of guided question to enhancing the students’ writing skill at the second grade of SMPN 1 Parepare. The purpose of this research was to know is guided question is effective to to enhance students’ writing skill and to know how students’ achievement in writing skill after taught by using guided question. This research took the second grade of SMPN 1 Parepare with 37 students as sample.   This research was classified as quantitative research, where the instrument this research were writing test consist pre-test and post-test . The sampling technique of this research was cluster sampling. In this research used pre-experimental design with one group pre-test and post-test   The researcher found that guided question was effective to enhance students writing skill, the students were able to show a sign progress especially: well began to construct sentences, showed a fairly good link between topic and whole content, and, showed a fairly good connected between sentences each other. Based on the calculation, the result of the data analysis by using t-test showed the value of t-test (to) was higher than ttable (tt), to > tt = (11.54 > 1.69) in significant degree of 0.05% (5%). It means that the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (Ho) is rejected. In conclusion, There is significant effect of Guided Question to enhance student’s writing skill or Guided Question Technique was effective to enhance students’ wrting skill.     Keywords: Teaching Writing Skill, Guided Question