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All Journal Journal Research and Multidisciplinary (JRM) AIJER: Algazali International Journal Of Educational Research DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Community Development Journal: Jurnal Pengabdian Masyarakat INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Edumaspul: Jurnal Pendidikan VERBA: Journal of English Language Issues, Trends and Studies
Jusmaniar N
Universitas Islam Makassar
Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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TEACHERS’ DIFFICULTIES IN IMPLEMENTING INDEPENDENT CURRICULUM AT SMA WAHYU MAKASSAR Chitra Nurul Annisa Azis; Jusmaniar N; Muthmainnah Mursidin
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 2 No 2 (2024): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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This study aims to identify the difficulties faced by teachers in implementing the Independent Curriculum at SMA Wahyu Makassar. The research employed a descriptive qualitative study method. Qualitative data were collected through interviews, observations, and checklists involving second grade teachers as participants. The findings indicate that while the flexibility of the Independent Curriculum is appreciated for allowing adjustments to teaching methods and materials to meet student needs, several significant challenges were identified. Key difficulties include inadequate communication from the government regarding the curriculum, insufficient teacher preparation, and an overreliance on existing textbooks and guides. The lack of a clear vision and inconsistent support from various stakeholders further complicates the implementation process. Teachers expressed the need for a more defined vision and robust support systems, including ongoing professional development and improved infrastructure. Despite resistance to change and limited understanding of the curriculum's principles, stakeholder support and teacher commitment suggest that with appropriate adjustments, the Independent Curriculum can achieve its intended outcomes.
THE PROBLEMATICS OF IMPLEMENTING THE “KURIKULUM MERDEKA” IN ENGLISH SUBJECTS AT SD INPRES 125 BAJENG Putri Nurhandayani; Jusmaniar N; Sulviana Sulviana
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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The purpose of this research is to identify teachers' problems in the implementation of the “Kurikulum Merdeka” in English language subjects at SD Inpres 125 Bajeng in the 2023/2024 school year. In this research, researcher used a qualitative descriptive design. Researcher collected data through interviews with principals, homeroom teachers, and students in grades I, II, IV, and VI. The results of this research reveal that teachers lack understanding of learning models related to the “Kurikulum Merdeka”, and teachers still need time to adapt to the “Kurikulum Merdeka”. In addition, the teacher's English language skills are still lacking so the teacher states that there is a need for an English teacher with an English education background, the teacher also needs training related to the “Kurikulum Merdeka”, and inadequate English learning facilities. Furthermore, some factors inhibit the implementation of the “Kurikulum Merdeka”, such as internal factors and external factors. Internal factors consist of some students who show disinterest when learning English subjects, students who have difficulty in understanding learning materials and find the learning process uninteresting, mostly due to dissatisfaction with learning methods. Therefore, the external factors that inhibit the implementation of the "Kurikulum Merdeka” ‘consist of grade IV students who express their dissatisfaction with the English teaching methods used in their class and teachers’ lack of understanding in using technological media which results in a less-than-optimal learning process.
THE ANALYSIS OF PEDAGOGICAL COMPETENCE OF PRE-SERVICE TEACHERS AT UNIVERSITAS NEGERI MAKASSAR 1ST BATCH Nur Ahdaniyah MZ; Sitti Nurjannah; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 2 No 3 (2024): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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The purpose of this study is to evaluate Universitas Negeri Makassar pre-service teachers' pedagogical competence. This study's methodology entails qualitative examination of information gathered by observation, interviews, and reflection. The research sample consisted of 5 pre-service teacher program students randomly selected from several departments at Universitas Negeri Makassar. The results of the study are: 1) Pre-service teachers have a strong Understanding the insights and foundations of education, prior to service Teachers are aware of the fundamentals of education and the philosophy and policy underlying their teaching practices. 2) Understanding students and teachers demonstrates a good comprehension of students' characteristics and needs, including physical, emotional, and social development. They can identify the student's unique needs and respond well to them. 3) Pre-service teachers prepare lesson plans and syllabus by the applicable curriculum. 4) Pre-service teachers produce structured and well-planned learning, including setting learning objectives and selecting appropriate methods. 5) pre-service teachers can carry out interactive and educational learning with a dialogical approach that actively incorporates pupils into the process of learning. 6) Pre-service teachers have basic skills in using learning technology. 7) Pre-service teachers use various evaluation tools. However, formative assessments are often used. 8) Pre-service teachers have successfully designed activities to support students' potential and interests, including integrating extracurricular activities with the curriculum.
USING DIALOGIC TEACHING IN IMPROVING STUDENTS’ ENGLISH-SPEAKING SKILLS AT UPT SMAN 14 MAROS Lindi La Uni; Jusmaniar N; Dahniar Dahniar
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 2 No 3 (2024): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

This research aims to investigate the use of Dialogic Teaching in improving the students' speaking skills by applying the five basic principles of Dialogic Teaching: Collective, Reciprocal, Supportive, Cumulative, and Purposeful, as well as implementing two patterns of Dialogic Teaching interaction in the speaking learning process: Discussion and Dialogue. A quasi-experimental design was used in this research, which took two classes as samples, namely second grade MIA 1 as an experimental class, taught through a Dialogic Teaching approach, and second grade MIA 2 as a control class as the opposite. Pre-test and post-test were used to assess the students' English-speaking skills; and was analyzed quantitatively. The research results showed that the use of Dialogic Teaching improves students’ speaking skills. It was proven by the mean score of pre-test and post-test of Experimental class were 48 and 67.07 respectively, which categorized as Less and Good. While in Control class, it got the Less and Enough categories with 47.87 and 56 respectively. The T-test value was 0.000 that it was lower than the probability value: 0.05. Therefore, it could be concluded that Hi was accepted and Ho was rejected, which meant that the use of Dialogic Teaching in the learning process, it could improve the students' English speaking skills.
THE EFFECTIVENESS OF THE GALLERY WALK TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING SKILLS Sri Utami Warat; Jusmaniar N; Muhammad Chairil Imran
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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The objective of the research is to find out whether the use of Gallery Walk techniques is effective or not to improve the English students speaking skills of the class XI students at SMA Plus Budi Utomo Makassar. This research uses Classroom Action Research by implementing the Kemmis and MC Taggart design in two cycles. The participants of this research is 28 students class XI at SMA Plus Budi Utomo Makassar in academic year 2024/2025. The research instrument is a speaking test. The Results of this research show that there was a different improvement in the students’ speaking skills in cycle I and cycle II, average score increased. In cycle I, students’ speaking test results the average score was 71.96 included in the fairly good category, and the students test results in cycle II was 81.32 with a good category, means that Gallery Walk technique is effective in improving students speaking skills.
THE ANALYSIS OF STUDENT ANXIETY ON SPEAKING PERFORMANCE AT SMAN 8 MAROS Mifta Chairianti; Jusmaniar N; Sulviana Sulviana
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

This study aims to describe the types of students' anxiety on speaking performance and the factors that cause students' anxiety on speaking performance. This research was conducted on the eleventh-grade students of SMAN 8 Maros academic year 2023/2024 using a qualitative approach with descriptive qualitative design. The data were collected by questionnaire, and interview. After analyzing the data the researcher found that the types of students' anxiety on speaking performance are Situation-specific Anxiety and Trait Anxiety are the dominant percentages than State Anxiety and the researcher also found the factors caused students' anxiety on speaking performance were Communication Apprehension (students have low intellectual, students also have difficulty with pronunciation and lack of vocabulary), Test Anxiety (students feel anxious during the speaking test because fear of failure, fear of bad grades and affecting the report card), and Fear of Negative Evaluation (students are anxious because they are afraid of being judged, and being laughed at by friends/teacher when they make mistakes).
COMBINING ENGLISH VIDEO DUBBING WITH CONTEXTUAL INSTRUCTION IN ENHANCING ENGLISH-SPEAKING SKILL OF SECOND GRADE AT SMA NEGERI 8 MAROS Krisna Rifky Perdana; Badruddin Kaddas; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

The objective of this study is to find out how the combining English video dubbing with contextual instruction to improving students' English-Speaking Skills in second grade of SMAN 8 Maros. The research employed Quasi Experimental model with a Nonequivalent Control Group Design, Comprising Two Groups: The Control Group and the Experimental Group. The instrument of this research is recording and test (pretest and posttest). The data analysis is descriptive analysis and descriptive inferential analysis. The data of pretest revealed a standard deviation is 1.309 from the experimental group and 1.264 from the control group. The posttest experimental group demonstrated a standard deviation is 1.591, while the posttest control group exhibited a standard deviation is 1.161. Substantiated results of the normality test indicate the control class pretest was 0.010 and the control class posttest was 0.018. Given the significance value is greater than 0.05, It therefore follows the data is normally distributed. The result found at the t count obtained is 7.217, followed by finding the t table obtained according to the df value of 67 while the sig level value is 0.05/2 = 0.025 and t table of 1.995. These results show the score of t test 7.127 > t table 1.996. At 5% significance, it means that there is a difference between the speaking skills of students who use the technique of combining English video dubbing with contextual instruction and those who do not use the technique, and sig value (2-tailed) of 0.001 <0.05 means the combining English video dubbing with contextual instruction has effect on the improving students’ English speaking skill in second grade of SMA Negeri 8 Maros.
NEEDS ANALYSIS OF THE USE OF INQUIRY BASED LEARNING MODELS IN LEARNING ENGLISH FOR KINDERGARTEN STUDENTS Nur Amaliah; Jusmaniar N; Dahniar Dahniar
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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This study aims to analyze the need for implementing an Inquiry-Based Learning (IBL) model in teaching English to kindergarten students. This research uses a qualitative descriptive method with data collection through observation sheets and teacher interviews. The research focused on Class B1 of Annur Manggala Kindergarten, involving 16 students as observation subjects and their teachers as interview respondents. The needs of learning English with IBL methods for kindergarten involve several key aspects, 1) Necessities including of appropriate learning resources, classroom environment, and teacher support. While, although research found that the school has made significant necessities in implementing IBL, 2) the lacks which challenges such as limited access to supporting materials, restricted classroom space, and minimal integration of technology affect the overall learning experience. 3) The classroom environment supports most of the key aspects wants for Inquiry-Based Learning, particularly in terms of student engagement, teacher support, and access to hands-on, creative materials.
STUDENTS’ INTEREST TOWARD THE USE OF MIND MAPPING IN WRITING PROCEDURE TEXT AT THE TENTH GRADE OF SMAN 22 MAKASSAR Sunar Sadani; Sulviana S; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

Mind mapping is known as a visualization technique that can help students organize ideas systematically before writing, so that the writing process becomes more structured and easier to understand. This study aimed to investigate the students' interest in using mind mapping as a tool in writing procedural texts, especially among 10th grade students of SMAN 22 Makassar. This study was a quantitative approach with a survey. It was used as the main instrument to collect data from respondents. A total of 36 questions were arranged in the form of a questionnaire and distributed to 32 students from tenth grade. These questions were designed to assess the extent of interest, understanding, and effectiveness of using mind mapping in supporting procedural text writing activities. Most students showed a positive interest in using mind mapping in writing learning. They considered this technique very helpful in compiling and developing ideas related to procedural steps more clearly and systematically. In addition, mind mapping was also considered to be able to improve students' creativity and critical thinking skills when writing. However, there were some students who experienced obstacles, especially in understanding how to compile an effective mind map. This study showed the importance of the teacher's role in providing guidance, examples, and repeated practice so that students can apply this technique optimally. With the right support, mind mapping has great potential as an effective tool in teaching writing, especially for procedural texts at the high school level.
THE UTILIZATION OF GRAMMAR SMASH TO IMPROVE THE ENGLISH GRAMMAR OF THE TENTH GRADE STUDENTS OF SMA JAYA NEGARA MAKASSAR Istiana Wayan Bindau; Sulviana S; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

This study aims to examine the effectiveness of using Grammar Smash application in improving students’ English grammar, especially on Simple Present Tense material, at class X students of SMA Jaya Negara Makassar. The research method used is Quasi-Experimental design with Non-equivalent Control Group design, which involves two groups, namely the experimental group using Grammar Smash application and the control group using conventional learning method. The research sample consisted of 20 students divided into two groups, 10 students each for the experimental group and 10 students for the control group. Data was collected through Pre-test and Post-test to measure the improvement of students' English grammar skills before and after the use of the application. the application. The results showed that the use of Grammar Smash application significantly improved students' English grammar, especially on Simple Present Tense material. This can be seen from the increase in the average post-test score in the experimental group from 41.50 to 88.50, while in the control group the increase in the average score was only from 31.00 to 67.00. Statistical analysis using Paired Sample t-test showed that the difference in score improvement between the Experimental and Control Groups was statistically significant (p < 0.05). After checking the hypothesis, the result shows t-obtained 4.386 is higher than t-table value 2.145. It can be concluded that (Ho) is rejected and (Ha) is accepted, so the results are considered significant using Grammar Smash application in learning Grammar especially in the aspect of Simple Present Tense in students. In addition, observation during the learning process shows that students are more motivated and actively involved in learning when using Grammar Smash application.
Co-Authors Abdullah Abdullah Aulia Nur Kirani Aulia Rinjany Putri Sulya Badruddin Kaddas Chitra Nurul Annisa Azis Dahniar Dahniar Endang Ruswiyani Erniati Erniati Fajrina Asrianty Findiarti Fitri Amanah S Ince Prabu Setiawan Bakar Ira Irviana Istiana Wayan Bindau Karmila Karmila Krisna Rifky Perdana Lindi La Uni Mifta Chairianti Muhammad Chairil Imran Muliana Muliana Muthmainnah Mursidin Muthmainnah Mursidin Ningsih Ningsih Nur Ahdaniyah MZ Nur Aisyah J Nur Amaliah Nur Aulia Firman Putri Nurhandayani Rahma Ashari Hamzah Renita Renita Rizka Indahyanti Sitti Nurjanna Sitti Nurjannah Sri Utami Warat Sulviana S Sulviana Sulviana Sunar Sadani Supriadi Supriadi Yulika R Zari Indriyani Muin