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VERBA: Journal of English Language Issues, Trends and Studies
Published by Universitas Islam Makassar
ISSN : ""     EISSN : 29628652     DOI : 10.59638
Core Subject : Humanities, Science, Education,
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science
VERBA: Journal of English Language Issues, Trends and Studies is a journal published by the English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar. This journal aims to publish and disseminate the results of research and studies on English. The published Articles are the results of research or thought in the field of English studies conducted by researchers, teachers, and education practitioners. This journal publishes three times a year in January, May, and September.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 40 Documents
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THE PHONOLOGICAL VARIATIONS IN BUGIS SPEECH AT JUNIOR HIGH SCHOOL STUDENTS IN BARRU DISTRICT Yulika R; Warsidi Warsidi; Jusmaniar N
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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Abstract

The objective of this research is to find out the phonological variations of Buginese speakers MTSS Muhammadiyah Ele students when they speak Indonesian. The researcher used a qualitative descriptive approach with agih data collection methods. The agih method is data analysis that uses parts or elements of the language itself as a determining tool. In this research, the researcher chose subjects according to the needs and objectives of the research. The researcher researched all class VII.1 MTSS Muhammadiyah Ele students. The results showed that there were three aspects of phonological variation found in this study. Findings from the addition of phonemes pronounced by Bugis (BL) speakers, for example, the addition of the phoneme /ma/ at the beginning of the word (prothesis) in the word [cantik] to become /macanti/. The addition of the phoneme /g/ at the end of the word (paragoge) in the word [teman] changes to /temang/. The findings from changes in phonemes spoken by Bugis speakers are that the consonant phoneme /a/ becomes /e/, /o/ as in the word [iya] becomes /iye/ and /iyo/. The release of the phoneme in the word [banyak] becomes /banya/, apart from that there is a release of the diphthong phoneme (ai) and (au), for example, the word [pakai] changes to /pake/, and the word [kalau] changes to /kalo/. It can be concluded that Indonesian (IL) used by Bugis (BL) speakers at MTSS Muhammadiyah Ele Barru Regency, especially class VII students, has many variations of the language in everyday life.
ERROR ANALYSIS OF SHORT STORY BASED ON SURFACE STRATEGY TAXONOMY OF FIRST GRADE SENIOR HIGH SCHOOL IN SMAN 1 TUAL Ida Rafda Raubun; Badruddin Kaddas; 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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Abstract

The purpose of this research was to find out surface structure errors in writing short stories made by students of the first grade in SMA Negeri 1 Tual and to find out the most mistakes made by students of SMA Negeri 1 Tual based on surface strategy taxonomy. The method used in this research is the descriptive qualitative method. This research sample consists of 25 students in one class. One instrument used in this research was the essay test. In the collecting data, the researcher identified 25 short stories from twenty-five students who came from one class in the tenth grade of SMAN 1 Tual to complete the data. As a result of this research, 306 errors had occurred in the 25 short stories. It was found that superficial errors and omissions made up of the error numbers, addition made up 24%, misformation made up 31%, and misordering was 3%. The most dominant error was omission with a total of 128 errors or 42% errors made by students. The total incorrect error was 306. It consisted of four types of errors, namely 128 errors or 42% of omissions, 96 errors or 31% of misformation, 73 errors or 24% of additions and the last 9 errors or 3% misordering.
THE IMPLEMENTATION OF BUILDING WORDS IN IMPROVING VOCABULARY MASTERY OF THE SECOND GRADE STUDENTS OF SMPN 1 MAJAULENG Mellyana Mellyana; Rizka Indahyanti; 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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Abstract

This study evaluates the effectiveness of the Building Words method in enhancing vocabulary mastery among second-grade students at SMPN 1 Majauleng. Employing a pre-experimental one-group pretest-posttest design, the research involved 30 randomly selected students. Data were collected through pretest and posttest, with an intervention using the Building Words method between the two tests. Results show a significant improvement in students' average vocabulary scores, from 31 in the pretest to 91 in the posttest. Statistical analysis using paired t-test yielded a t-value of -81.168 with a p-value of 0.000, confirming the method's effectiveness. Students' ability classification shifted dramatically from "Very Poor" and "Poor" to "Good" and "Very Good". The Building Words method proved effective in enhancing vocabulary mastery through active student engagement, collaborative learning, and a multi-sensory approach. This research highlights the potential of the Building Words method for integration into language teaching curricula and adaptation to various educational contexts. While focusing on short-term effects, the results indicate potential long-term positive impacts on students' language abilities. Further studies are recommended to evaluate long-term vocabulary retention and the application of this method in other language skills.
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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Abstract

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 USE OF PICTURE SERIES IN IMPROVING STUDENTS’ ENGLISH VOCABULARY MASTERY AT SMA WAHYU MAKASSAR Andi Ariesta Indar Framesti; Mulyadi Mulyadi; 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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Abstract

This study aims to assess the effectiveness of the Picture Series method in improving vocabulary mastery of first-grade students at SMA Wahyu Makassar. The research employed a pre-experimental design, utilizing pre-tests and post-tests. The sample comprised 30 randomly selected first-grade students. The findings indicated the implementation of the Picture Series method significantly improved students' vocabulary mastery, with post-test scores showing an average increase from a range of 50 to 63, rising to a range of 85 to 95. Statistical analysis showed a mean difference of 34.00 between pre-test and post-test scores, with a standard deviation of 3.70, a t-value of -50.395, and a p-value of less than 0.001. These results indicated the implementation of the Picture Series method indicated a significant change in student classification, shifting from "Poor" to "Good" and "Very Good." This evidence suggests that the Picture Series method is an effective method in improving vocabulary mastery of first-grade students at SMA Wahyu Makassar.
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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Abstract

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 ERROR ANALYSIS OF STUDENTS' PRONUNCIATION OF ENGLISH VOWEL Ningsih Ningsih; Mulyadi Mulyadi; Rizka Indahyanti
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

The objective of this research was to find out the kinds of students’ errors in pronunciation English vowels at UPT SMA Negeri 14 Maros and to know the causes of students’ errors in pronunciation English vowel of the students at UPT SMA Negeri 14 Maros. It employs a qualitative descriptive approach, with class X.4 students as the subjects. Data collection used oral tests and interview. The pronunciation errors of English vowels by students at UPT SMA Negeri 14 Maros were influenced by several factors. The first factor was the students' first language, which led to habitual errors through imitation, mishearing, or mispronunciation. Another factor was carelessness, which was often linked to a lack of motivation. The most mispronounced diphthongs were /e?/, /a?/, and /au/. The researcher concluded that these diphthongs had the highest error rates among the students. The researcher found most of students made error in pronounce diphthong /e?/ with frequency 64 errors. The second level of error was / a? / with 63 errors. The last is diphthong /au/ with 39 errors It seem that the students still not approprite on use diphthong pronounciation correctly.
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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Abstract

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.
THE ANALYSIS OF STUDENTS’ ANXIETY IN SPEAKING ENGLISH Renita Renita; Mulyadi Mulyadi; Muthmainnah Mursidin
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

The research aims to analyze the factors of students' anxiety in speaking English. This research used a qualitative method with a purposive sampling technique, 20 students of class X were selected as participants. Data was obtained through interviews, observation checklists, and documentation. This research found that grade X students experienced speech anxiety factors. The results of the interviews found that speaking anxiety in students is caused by several factors including biological factors, negative thoughts, and emotional factors characterized by fear, trembling, worry in the form of negative feelings felt by individuals in communicating, usually in the form of feelings of tension, nervousness, or panic experienced by individuals in communicating with many people.
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.

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