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Students’ Engagement and Interest in Learning Writing through Mind Mapping Technique Wahyu Wahyu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 7, No 2 (2019): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v7i2.1039

The objective of this research was to find out whether the use of mind mapping technique is effective or ineffective in improving students’ engagement and interest in learning writing. The researcher employed quantitative method with the quasi-experimental design. The research was conducted to the fourth-semester students of English Study Program of IAIN Bone. The data were collected by using observation checklist, writing test, and questionnaire. The data from observation checklist were used to find out students’ behavioral engagement, in this case, students’ participation in experimental group which was taught writing subject through mind mapping technique. The writing test was given twice for both experimental and control group to investigate the students’ writing ability which shows students’ cognitive engagement before and after the treatment was conducted. It can be concluded that the use of mind mapping technique in learning writing is effective to increase students’ engagement and interest. Moreover, further analysis shows that students’ behavioral engagement is higher than students’ cognitive engagement and students’ expressed interest increases higher than other types of interest due to the technique used which was mind mapping technique.

Fenomena Pemerolehan Bahasa pada Anak Kembar Ikrar Ikrar; Wahyu Wahyu
AN-NISA : Jurnal Studi Gender dan Anak Vol 12, No 2 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Bone-Indonesia

Formal and Informal Talks of Lecturers in EFL Classroom Interaction Wahyu Wahyu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2662

This research aimed to discover the characteristics of formal and informal talks of lecturers in EFL classroom. This research was conducted in qualitative design. Furthermore, the researcher applied discourse analysis under the study of sociolinguistics as an approach to analyze the language, writing, speech, and conversation (verbal and nonverbal) that was appropriate with the purpose of this research. In order to get the data, the researcher did observation and recording. Lastly, the result of the data analysis was presented in description of words, not number. The research was conducted at English Study Program of IAIN Bone.The result shows that the lecturers used formal and informal language. However, the lecturers used formal talk dominantly rather than the informal talk. The characteristic of formal talk which was frequently used by teacher was full form. The teacher frequently used this characteristic in asking question. Whereas informal talk happened frequently when teacher gave explanation particularly in explaining the material. The formal talks which occurred in EFL classroom particularly in student talk consist of four characteristics. They were neutral lexis, full form, politeness phenomena, careful turn taking and title in which using title mostly occurred in interaction among teacher and students. The informal talks which occurred in EFL classroom particularly in student talks were colloquial lexis, interruption/overlapping, first name and nickname, typical mood choice and modal for probability.

AN ANALYSIS OF HUMOR IN “MARIO TEGUH GOLDEN WAYS” TALK SHOW Wahyu Wahyu
Al-Din: Jurnal Dakwah dan Sosial Keagamaan Vol 6, No 1 (2020): AL-DIN Jurnal Dakwah dan Sosial Keagamaan
Publisher : fakultas Ushuluddin dan Dakwah IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35673/ajdsk.v6i1.840

AbstractThe use of humor is considered as one of the most important things in social communication. In this case, the writer analyzed the humor expressions appeared in a famous talk show in Indonesia, Mario Teguh Golden Ways. The research is focused on the types of humor expressed by Mario and the audiences during the show. The method of this study was descriptive qualitative since the researcher intended to obtain the conversations among the keynote speaker and participants. . The data were taken from the video of the talk show. The research subjects of this study are the keynote speaker and participants of the talk show Mario teguh golden ways “how to begin to be a richman” episode. The data collections were done as follows: first, the researcher downloaded the videos and transcribed of The Mario teguh talk show. Second, the researcher observed the videos; compared the videos and the transcriptions. Later, the researcher transcribed the parts of the transcription that contain humor to be analyzed further. The findings show that there are many humorous expressions appeared during the show. There are seven extracts which is divided into three classifications of humor; they are irony, teasing and joking. None of the humor expression can be categorized as banter or language play. All of the humor expressions are conceptual humor.Keywords – Conversation, Humor expression, talk show

A DISCOURSE ANALYSIS ON STUDENT TALKS IN EFL CLASSROOM INTERACTION Wahyu Wahyu
Didaktika : Jurnal Kependidikan Vol 16, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v16i1.2608

This research aimed to discover the formal and informal talks of the students in EFL classroom. This research was conducted in qualitative design. Furthermore, the researcher applied discourse analysis under the study of sociolinguistics as an approach to analyze the language, writing, speech, and conversation (verbal and nonverbal) that was appropriate with the purpose of this research. In order to get the data, the researcher did observation, recording. Lastly, the result of the data analysis was presented in description of words, not number. The research was conducted at the first and fifth semester groups of English Study Program of IAIN Bone. The result shows that the students used formal and informal language. The informal talks which occurred in EFL classroom particularly in student talks were colloquial lexis, interruption/overlapping, first name and nickname, typical mood choice and modal for probability. Most of the informal talks uttered by the students were included as new characteristic of informal language that was in form of regional term.Keywords: EFL Classroom; Formal and Informal talks; Student talks

ENHANCING STUDENTS’ VOCABULARY KNOWLEDGE TROUGH READING THEMATIC STORY AT SMPN 6 WATAMPONE Alfaraida Rumaisyah; Ishak Ishak; Wahyu Sultan
International Journal of Research on English Teaching and Applied Linguistics Vol 4, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v4i1.5010

This study discusses reading thematic stories to increase students' vocabulary knowledge. This study used thematic stories as learning media. This study applied a pre-experimental method with a one group pre-test and post-test design. The population of this research is junior high school students from SMP Negeri 6 Watampone. The sample of this study consisted of 30 grade 7 students. This study used one instrument, namely the multiple-choice test. Data collection was carried out by conducting a pre-test and post-test to measure the development of students' vocabulary knowledge before and after treatment. As a result, it was revealed that there was a significant difference from the pre-test and post-test. The average pre-test score was 29.50 and the post-test average score was 79.83. From T-test the research found that the significant value (significant 2-tailed) value is lower than alpha (α) (0.000,05). It means that reading thematic story can improve students’ vocabulary knowledge.

Formal and Informal Talks of Lecturers in EFL Classroom Interaction Wahyu Wahyu
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2662

This research aimed to discover the characteristics of formal and informal talks of lecturers in EFL classroom. This research was conducted in qualitative design. Furthermore, the researcher applied discourse analysis under the study of sociolinguistics as an approach to analyze the language, writing, speech, and conversation (verbal and nonverbal) that was appropriate with the purpose of this research. In order to get the data, the researcher did observation and recording. Lastly, the result of the data analysis was presented in description of words, not number. The research was conducted at English Study Program of IAIN Bone.The result shows that the lecturers used formal and informal language. However, the lecturers used formal talk dominantly rather than the informal talk. The characteristic of formal talk which was frequently used by teacher was full form. The teacher frequently used this characteristic in asking question. Whereas informal talk happened frequently when teacher gave explanation particularly in explaining the material. The formal talks which occurred in EFL classroom particularly in student talk consist of four characteristics. They were neutral lexis, full form, politeness phenomena, careful turn taking and title in which using title mostly occurred in interaction among teacher and students. The informal talks which occurred in EFL classroom particularly in student talks were colloquial lexis, interruption/overlapping, first name and nickname, typical mood choice and modal for probability.

The Use of Code Mixing in English Language Teaching (A Study at the Senior High School in Bone Regency) Wahyu; Atsmar, Muhammad Fadhlil Kholik
LETS: Journal of Linguistics and English Teaching Studies Vol. 5 No. 1 (2023): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v5i1.687

The objective of this research is to investigate the utilization of code mixing by both teachers and students during the instructional and learning activities, as well as to understand the underlying rationales behind their use of code mixing within the context of English classes. This study employs a qualitative approach and utilizes a case study design. The research was conducted among eleventh-grade students at SMAN 1 Bone. Data collection methods included the use of observational field notes and semi-structured interviews. The findings revealed three distinct forms of code mixing employed by both English teachers and students during the teaching and learning process: intra-sentential code mixing, intra-lexical code mixing, and code mixing involving changes in pronunciation. Intra-sentential code mixing emerged as the predominant form utilized by both teachers and students, with 37 instances of intra-sentential code mixing, eight instances of intra-lexical code mixing, and five instances of code mixing involving changes in pronunciation. The reasons underlying students' utilization of code mixing during the teaching and learning process were primarily attributed to their limited vocabulary and their difficulty in speaking English fluently.

The Effectiveness of Classical Music Background in Teaching Writing Ishak; Sultan, Wahyu; Darwis, Nirwana
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5663

This study discusses the effectiveness of incorporating classical music in teaching writing, using a quantitative research method. The research was conducted on 39 students from two groups in the fifth semester English Educational Program of IAIN Bone, with 20 students in the experimental group and 19 students in the control group. The researcher administered pretests, treatments, and posttests, and analyzed the data using mean score and t-test formulas. The results of the study indicate that the students in the experimental group who received treatment with classical music background showed improvement in their writing achievement compared to the control group, who received treatment without the classical music background. However, the improvement was not considered significant. Therefore, it can be concluded that the use of classical music background in teaching writing did not have a significant impact on the writing achievement of fifth-semester students in the English Educational Program of IAIN Bone.

A LINGUISTIC CATEGORY ANALYSIS OF GRAMMATICAL ERRORS IN THE SPEAKING OF SENIOR HIGH SCHOOL STUDENTS IN BONE REGENCY Dewi Fatma Riana; Hidayat, LD. Dian; Wahyu; Hasriati Nur
Acceleration: Multidisciplinary Research Journal Vol. 3 No. 2 (2025): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v3i2.139

This study aimed to identify the types and causes of grammatical errors in students’ speaking performances, analyzed using the linguistic category framework. A qualitative descriptive method was employed, with data collected through a speaking test (in a question-and-answer format) and interviews. Participants were selected through judgmental sampling and consisted of one English teacher and ten second-year students from a senior high school in Bone Regency, South Sulawesi, Indonesia. The grammatical errors were categorized into two main types: morphological and syntactical. Morphological errors included mistakes in the use of inflections, articles, prepositions, and pronouns, with pronoun and article misuse being the most frequent. Syntactical errors involved incorrect usage of copulas, subject-verb agreement, adjective order, and tenses, with tense-related errors occurring most commonly. The analysis also revealed several contributing factors to these errors, including students’ difficulty in understanding and internalizing grammar rules, limited exposure to correct grammatical forms, insufficient speaking practice, and low motivation to engage in grammar-based speaking activities. These findings underscore the importance of more targeted and engaging grammar instruction in speaking-focused English learning environments.

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