The question in this research is whether using local folklore can improve reading comprehension in SMPN 2 Bau-Bau grade eight students. The goal of this study is to discover whether using local folklore can improve reading comprehension in eighth-grade students at SMPN 2 Bau-Bau. This is an experimental study, and the populations in this study were all of the grade VIII students at SMPN 2 Bau-Bau, which consists of 11 classes with a total of 275 students. The sample for this study is the VIII.7 class, which consists of 25 students as the control class, and the VIII.5 class, which consists of 2 students as the experimental class. The instrument used in this study was a test. The following research outcomes were obtained: 1) The experimental class received a mean score of 64.80, and the posttest received a mean score of 84.00; 2) The control class received a mean score of 51.60, and the posttest received a mean score of 69.20.

The research analyzed the refusal catcalling strategy by women in Makassar. Furthermore, with the catcalling topic still being addressed by Makassar residents, this research delves deeper into the link between signs and the refusal strategy of catcalling on women in Makassar and those who regard it as harassing conduct. The research aims to explore strategies used by females in dealing with the refusal sign of catcalling in Makassar. In addition, the research examines Ferdinand Saussure’s theory in analyzing sign such as signifier and signified theory in arranging refusal strategy of catcalling. The results of the research is the women must have strategies to overcome the refusal of catcalling such as ignoring to the perpetrator, fighting to the perpetrator, reporting to the police, leave, places prone to catcalling, pretending to call family, and reprimanding with sound loudly.

This research focused on Dulay's and Richard's theories about grammatical errors. This research purposed to (1) describe grammatical error types in English informal essay were made by the sixth semester of English Literature students in Makassar Islamic University and (2) find grammatical error causes in the informal essay were made by the sixth semester of English Literature students in Makassar Islamic University. The researcher used qualitative methods to analyse the types of error in students' questionnaires and essays based on Dulay's theory: omission, addition, misformation, and misordering. Meanwhile, the researcher also found error causes by Richard's theory, namely, interference, overgeneralization, ignorance of the rule restriction, incomplete rule restriction, and false concept hypothesized. This research demonstrated 210 errors in students' questionnaires and essays. First, fifty-two errors in omission: twenty-nine errors in the omission of the auxiliary verb, three errors in the omission of the ordinary verb, six errors omission of the noun, eight errors in the omission of a plural noun, two errors in the omission of gerund noun and four errors in the omission of the preposition. Second, ninety-three errors, in addition, those were: twelve errors in double marking, fifty-one errors in regularization, and thirty errors in simple addition. Third, fifty-one errors in misinformation last were fourteen errors in misordering, which were found in interference, overgeneralization, ignorance of the rule restriction, incomplete rule restriction, and false concept hypothesized. Keywords: Grammatical, Error, Informal Essays.

The aims of this research are to determine the effectiveness of undercover game applications on students’ speaking skills in terms of pronunciation and hesitation. The researchers use undercover game applications as a learning medium. The skills examined are speaking abilities, specifically pronunciation and hesitation. This study employs pre-experimental research, with a pre-test one meeting, treatment six meetings, and a post-test one meeting. This study’s sample is made up of 31 students fromXI IPS 1 at SMA Negeri 14 Makassar. The finding of this research is that there are improvements in students’ speaking skill both in terms of pronunciation and hesitation. In terms of pronunciation, there is improvement 30% from54.8 score in pre-test to 71.5 score in post-test. In terms of hesitation, there is improvement 31% from53.2 score in pre-test to 70.2 score in post-test. Based on explanation the analysis above, it can be seen that there is an effectiveness of the application of undercover games in teaching speaking. It can be seen that the post-test score is higher than the pre-test. This means that the application of undercover games as learning media can improve students’ speaking skills in terms of pronunciation and hesitation.