Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
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STRATEGIC SPEECH: A FUNCTIONAL LINGUISTIC ANALYSIS OF CORPORATE STRATEGY DISCOURSE
Full text linkThis paper explores how linguistic choices in corporate strategy discourse reflect strategic goals—informing, persuading, and engaging—through the lens of Halliday’s Systemic Functional Linguistics and Jakobson’s Communication Model. Using data from the video “The Great Debate on Corporate Strategy”, the study analyzes how expert speakers deploy ideational, interpersonal, and textual functions (Halliday) alongside referential, conative, emotive, and poetic functions (Jakobson). The findings reveal that corporate discourse is multifunctional, blending technical precision, rhetorical appeal, and stylistic engagement to achieve communicative impact. The paper concludes that integrating both linguistic frameworks offers a comprehensive understanding of strategic speech in professional contexts
THE LINGUISTIC AESTHETICS OF TRADITIONAL BUGIS BONE POETRY: A STYLISTIC ANALYSIS AND CULTURAL VALUE
Full text linkThis study examines how traditional Bugis verbal art, particularly materials circulating in Bone, generates aesthetic force through patterned language while simultaneously articulating ethical meaning. Focusing on two forms widely recognised in Bugis cultural practice pappaseng (advice or wisdom sayings) and elong (poetic song or verse), the study approaches these texts as objects of literary analysis within a stylistic framework. Using qualitative document analysis and close stylistic reading, six short excerpts are analysed, drawn from publicly available sources that include a Bone court dialogue, pappaseng formulas, a widely cited reso proverb, and two elong stanzas. Across the excerpts, recurrent stylistic devices include parallel question answer framing, triadic listing, rhythmic clause chaining, symbolic ‘fence’ (sappo) metaphors, and hyperbolic imagery. These patterned forms condense moral reasoning into memorable verbal structures, enabling values such as lempu’ (integrity), siri’ (honour/shame), and reso (persevering effort) to be articulated, recalled, and circulated in everyday interaction. As the corpus is documentary rather than field recorded, the interpretations advanced here remain text centred and open to further refinement through engagement with Bugis speakers and cultural practitioners
THE EFFECT OF THE HUMANISTIC SCIENCE LEARNING APPROACH ON THE SCIENTIFIC LITERACY ABILITY OF GRADE VIII STUDENTS AT SMP IT YAA BUNAYYA MAKASSAR
Full text linkThis study aims to determine the effect of the humanistic science learning approach on the scientific literacy skills of eighth-grade students at SMP IT Yaa Bunayya Makassar. The humanistic science approach is a learning strategy that emphasizes a balance between mastery of scientific concepts and the development of human, moral, and social values. This study employs a quantitative method with a quasi-experimental design in the form of a pretest-posttest control group design. The research subjects consisted of two classes, namely the experimental class taught using a humanistic science approach and the control class which received conventional learning, each totaling 28 students. Data were collected through scientific literacy tests, observations, and documentation, then analyzed using an independent t-test and the N-Gain Score. The results showed that there was a significant difference between the posttest scores of the experimental and control groups with a calculated t-value = 4.82 > t-table = 2.004 (p = 0.000 < 0.05). The average N- Gain value of the experimental group was 0.60 (medium-high category), while the control group was 0.30 (medium-low category). The highest increase was in the socio-scientific context dimension with an N-Gain of 0.62, indicating that students were better able to relate scientific concepts to social reality. Thus, the humanistic science learning approach has a significant effect on improving students' scientific literacy skills, especially in developing conceptual understanding, scientific thinking skills, and social awareness. This approach has also been shown to foster scientific attitudes such as responsibility, empathy, and curiosity. The results of this study confirm that science learning that integrates human values can be an effective strategy in realizing meaningful and character-based science education
THE USE OF GOOGLE SITES IN TEACHING DESCRIPTIVE TEXT IN EFL CLASSROOM
Full text linkThe purpose of this study is to find out the effectiveness of using Google Sites in learning English, especially on students’ ability to write descriptive text. The method in this study was quasi-experimental design by describing the data obtained through writing test and questionnaire. The population of this study was 50 students consisting of two classes. Class X TSM (Teknik Sepeda Motor) as the experimental class which consist of 25 students and X TKR (Teknik Kendaraan Ringan) as the control class which consist of 25 students. Then, the findings of this study indicated that there was a significant influence towards students’ ability to write descriptive text after utilizing Google Sites. It was attested by the students’ mean score from post-test was higher than in pre-test. The students’ mean score in pre-test at experimental class was 70.20 and in post-test was 90.80. Meanwhile, in control class, the students obtained the mean score in pre-test was 66.96 and in post-test was 88.40. Apart from that, the result of t-test was counted by applying IBM SPSS version 29, it can be viewed at the significant value was 0.000. Further, it was lower than 0.05 (0.000<0.05). It can be interpreted that the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant distinct outcome between utilizing and without utilizing Google Sites towards students’ ability to write descriptive text
PORTFOLIO ASSESSMENT AS AN ALTERNATIVE EVALUATION INSTRUMENT IN BASIC PHYSICS LEARNING: A STUDY OF EXPERIMENTAL REPORTS AND STUDENT REFLECTIONS
Full text linkThis study aims to examine the implementation of portfolio assessment as an alternative evaluation instrument in the Basic Physics course. The main focus of this study is to analyze the quality of experimental reports and student reflection notes as part of the portfolio, as well as to explore the role of portfolios in supporting more meaningful learning processes. The method used is a quantitative descriptive approach, with the research subjects being 60 students of the physics education study program in the Basic Physics course. Data was collected through portfolio documentation, observations, and in-depth interviews. The results of the study show that portfolio assessment allows students to reflect on their understanding of concepts, compile experimental reports systematically, and show cognitive and metacognitive development more clearly. In addition, reflections written by students indicate an increase in critical thinking skills and learning awareness. Portfolio assessment is considered to be able to provide a more comprehensive picture of student learning outcomes compared to conventional evaluations. Therefore, portfolio assessment is recommended as an evaluation alternative that supports process-based learning and strengthening student competencies in a sustainable manner
VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ PERCEPTION TOWARDS THE ROLE OF PLATFORM MERDEKA MENGAJAR (PMM) IN IMPROVING THEIR TEACHING PERFORMANCE
Full text linkThe Platform Merdeka Mengajar (PMM) has been introduced as an effort to improve teachers’ performance by providing access to various teaching resources and professional development programs. However, how vocational high school English teachers perceive the role of PMM in enhancing their teaching practices remains underexplored. This study aimed to investigate Vocational High School English teachers’ perceptions of PMM and its role in improving their teaching performance. A descriptive qualitative research design was employed, and data were collected through an interview to some of Vocational High School English teachers selected using a stratified sampling technique based on employment status, namely PNS (Civil servants), PPPK (Government employees), and Honorer (Non-permanent teachers). Descriptive analysis was conducted to examine teachers' responses. The findings revealed that most teachers perceive PMM positively, particularly in terms of providing accessible teaching materials, many useful features, and facilitating the teachers to communicate with many teachers across Indonesia. However, some teachers have negative perception about the platform with some reasons. This study highlights the need for improved the platform to maximize its benefits for vocational high school teachers
EXPLORING THE EFFECTIVENESS OF ENGLISH SONGS AS A MEDIUM FOR DEVELOPING LISTENING ABILITY
Full text linkThis study aims to analyze the effectiveness of using English songs in improving students' listening skills. The method used is quantitative with a quasi-experimental design, involving two grade XI classes at SMAN 1 Pangkep as research subjects. Grade XI Harmonis was designated as the experimental group that received treatment in the form of learning using Lenka's songs, while grade XI Cekatan was the control group that followed conventional learning. The instruments used included a listening test (pre-test and post-test) and a student learning interest questionnaire. The results of the analysis showed a significant difference between the post-test scores of the experimental and control groups, with a significance value of 0.000 <0.05. This indicates that the use of songs can effectively improve students' listening skills. In addition, the results of the questionnaire showed that most students had a high interest in using songs as a learning medium, which was reinforced by the results of the correlation test which showed a positive and strong relationship between student interest and improved listening skills (r = 0.649, p <0.05).Thus, the use of English songs, especially Lenka's works, has been proven to not only improve the cognitive aspect in listening learning, but also the affective aspects such as student motivation and involvement. Songs can be used as an effective alternative strategy in learning Englis
THE ROLE OF CLASSROOM ENVIRONMENT IN DRIVING STUDENTS' MOTIVATION TO LEARN ENGLISH
Full text linkThis study aims to examine how classroom environment influence students’ motivation and comfort in learning at the Advanced Speaking class. Employing a qualitative approach, data were collected through open-ended questionnaires distributed to 14 participants by a Google Form. The responses were analyzed to identify key environmental factors that contribute to students’ motivation in language learning. The findings reveal that physical elements such as flexible seating arrangements, adequate lighting, proper ventilation, and the use of multimedia tools play a crucial role in creating a supportive and engaging learning atmosphere. Most respondents reported that a well-organized physical environment enhances their focus, participation, and overall comfort during speaking activities. Social interactions within the classroom, including group discussions and peer collaboration, were also found to significantly boost students’ confidence and willingness to speak. Furthermore, emotional support from both teachers and peers contributed to reducing anxiety and fostering a sense of acceptance. These emotional and psychological components were closely linked to an increase in both intrinsic and extrinsic motivation. Overall, the study concludes that a conducive classroom environment encompassing physical layout, social dynamics, and emotional support is essential in motivating students to participate actively in learning advanced speaking course. This current study highlights the need for educators and institutions to consider classroom environment as a strategic factor in designing effective language learning experiences. Future research is recommended to explore more targeted strategies for enhancing students motivation in language classrooms
INVESTIGATING COLLEGE STUDENTS’ PERCEPTIONS ON QUIZIZZ AS AN EFFECTIVE LEARNING TOOL IN THE ENGLISH FOR YOUNG LEARNERS (EYL) CLASS IN THE ENGLISH DEPARTMENT
Full text linkTechnology integration in education, especially in language learning, has become increasingly essential. This study investigates college students’ perceptions regarding using Quizizz as a practical learning tool in the English for Young Learners (EYL) course. Employing a quantitative survey method, data were collected from 30 students in the English Department at a university in Jakarta using a five-point Likert scale questionnaire. The survey assessed students’ perceptions across several aspects, including ease of use, effectiveness in enhancing understanding, and the ability to increase engagement and motivation. The findings reveal that students generally perceive Quizizz positively, appreciating its user-friendly interface, interactive features, and real-time feedback. This contributes to improved confidence and a more enjoyable learning experience. Furthermore, students reported that Quizizz supports their comprehension of EYL material and fosters greater motivation to participate in class activities. These results suggest that Quizizz is a valuable digital tool for educators aiming to enhance the quality of language learning. However, the study also acknowledges the need for further research involving larger and more diverse samples and longitudinal studies to examine the long-term impact of Quizizz on students’ academic performance
STUDENTS’ PERCEPTIONS OF CHATGPT AS A TOOL FOR INDEPENDENT LEARNING SUPPORT
Full text linkThe advancement of artificial intelligence (AI) technology has driven the use of digital tools such as ChatGPT to support students' independent learning. This study aims to explore students perceptions of using ChatGPT as a learning aid in a Macroeconomics course. The sample was selected using purposive sampling, involving one class of 30 students with prior experience using ChatGPT in their learning process. The research instruments included a closed-ended Likert-scale questionnaire and open-ended questions to capture the cognitive, affective, and conative dimensions of students perceptions. The findings indicate that the majority of students have a positive perception of ChatGPT, particularly in terms of learning readiness, time flexibility, and efficiency in understanding theoretical concepts. However, the highest score was given to the statement emphasizing the crucial role of lecturers in correcting potential misconceptions arising from AI use. While ChatGPT is regarded as useful and flexible, concerns also emerged regarding overdependence, answer accuracy, and the potential decline in critical thinking skills