<![CDATA[This study aims to explore the forms of verbal violence committed by teachers against students during the teaching of Indonesian language at MTsN Wajo and to identify the underlying causes. Employing a qualitative descriptive approach, data were collected through classroom observations, audio recordings of teacher-student interactions, structured interviews, and linguistic analysis based on Infante and Wigley’s (1986) theoretical framework. The results reveal that verbal violence by teachers is manifested in nine dominant forms: insults, ridicule, sarcasm, demeaning comments, non-constructive criticism, character attacks, verbal threats, innuendos, and verbal harassment. These forms of verbal aggression have adverse psychological impacts on students, including decreased self-confidence, reduced motivation, and the emergence of fear and anxiety. The main contributing factors include emotional pressure on teachers, administrative workload, lack of training in educational communication, and weak regulatory and reporting systems in schools. These findings underscore the urgency of pedagogical reform through empathetic communication training, reflective supervision, and the development of communication ethics rooted in humanistic and equitable learning practices. AbstrakPenelitian ini bertujuan untuk mengeksplorasi bentuk-bentuk kekerasan verbal yang dilakukan oleh guru terhadap siswa dalam proses pembelajaran Bahasa Indonesia di MTsN Wajo serta mengidentifikasi faktor-faktor penyebabnya. Menggunakan pendekatan deskriptif kualitatif, data dikumpulkan melalui observasi langsung, perekaman audio interaksi kelas, wawancara terstruktur dengan guru, serta transkripsi dan analisis linguistik berdasarkan kerangka teori Infante dan Wigley (1986). Hasil penelitian menunjukkan bahwa kekerasan verbal guru termanifestasi dalam sembilan bentuk dominan, yaitu penghinaan, ejekan, sarkasme, pernyataan meremehkan, kritik tidak konstruktif, serangan terhadap karakter, ancaman verbal, sindiran, dan pelecehan verbal. Kekerasan verbal tersebut berdampak negatif pada psikologi siswa, seperti penurunan kepercayaan diri, rendahnya motivasi belajar, serta munculnya rasa takut dan kecemasan. Faktor penyebab utamanya meliputi tekanan emosional guru, beban administratif, minimnya pelatihan komunikasi edukatif, dan lemahnya regulasi serta sistem pelaporan di sekolah. Temuan ini menegaskan urgensi reformasi pedagogi melalui pelatihan komunikasi empatik, supervisi reflektif, dan pembangunan etika komunikasi yang berorientasi pada pembelajaran humanistik dan berkeadilan.]]>
