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The Effect of Word Formation Strategy on Eighth-grade Students’ Vocabulary Learning Hidayat, Muizzul; Thamrin, Nur Sehang; Agussatriana, Agussatriana; Arid, Muhammad
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3932

This study principally aims to find out whether there is or no effect of Word Formation Strategy on grade eight students’ vocabulary learning. The research samples were taken using purposive sampling, with the total number of samples being 113 students. The research was conducted at SMP Negeri 2 Sirenja. The research methodology adopted was a quasi-experimental research design. To collect the data, the students were given a pre-test and post-test, numbering 30 items. The research data were analyzed using the Mann-Whitney U Test (SPSS 24). The result showed that the test statistic was 0.001, which is less than 0.05, which indicates that the null hypothesis was rejected and the alternative hypothesis was accepted. The findings suggest a significant difference in learning outcomes between the experimental and control groups. This means that the Word Formation Strategy has a significant effect on students’ vocabulary learning.

KIM VOCABULARY BUILDING STRATEGY: IMPLEMENTATION AND IMPLICATIONS FOR VOCABULARY TEACHING Erniwati, Erniwati; Arid, Muhammad; Maghfira, Maghfira; Manurung, Grace Novenasari
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15928

The focus of teaching English at schools, especially for beginners is to build vocabulary knowledge in addition to language skills and components. To achieve the goal, KIM Strategy can be implemented, which becomes the topic of this paper. Hence, this paper aims to review the related literature on the implementation and implication of KIM Strategy for vocabulary teaching. This is a library research, in which two types of data were presented. They were primary and secondary data. The primary data was obtained from the original work of Kristen Vibas (1970), the proponent of the KIM Strategy, entitled KIM: A highly effective strategy to build vocabulary across any content area. Whilst, the secondary data were collected from journal articles published in the past 10 years, 2014-2024. The results revealed that the KIM Strategy is effective in improving students’ vocabulary knowledge due to its teaching principles that support various principles of inquiry learning, self-directed learning, and social learning. The KIM Strategy is also a strategy for enhancing logical, convergent, and divergent thinking skills.

The Correlation between Vocabulary Mastery and Reading Comprehension of Students' at the Eleventh Grade of SMA Negeri 1 Palu Ardini, Andi; Marhum, Mochtar; Arid, Muhammad; Jamiluddin, Jamiluddin
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 3 (2025): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i3.45157

The ability to understand and evaluate written information is known as reading comprehension, while vocabulary mastery is the ability to use words in a language effectively. This study looked at how reading comprehension and vocabulary mastery relate to one another among eleventh-grade students at SMA Negeri 1 Palu. Out of a total population of 534 students in 15 courses, 73 individuals were chosen at random to participate in a correlational study design. Multiple-choice exams with 30 questions for reading comprehension and 50 items for vocabulary mastery were used to gather data. A linearity test, Spearman's rank correlation, and the Kolmogorov–Smirnov test for normalcy were used to analyse the data because of its non-normal distribution. The findings showed a p-value of 0.135 (p > 0.05), indicating no significant relationship between reading comprehension and vocabulary competence. A very little positive link was shown by the correlation coefficient (rs = 0.177). Therefore, it can be said that in this particular situation, students' reading comprehension ability is not strongly predicted by vocabulary competence alone.

The Implementation of Extensive Reading in Increasing The Reading Comprehension of Eleventh Grade Students at Senior High School Almiyah Nurbani.L, Mimi; Arid, Muhammad; Munir, Syahrul; Wahyudin, Wahyudin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): 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.v13i1.6205

The purpose of this study was to prove whether the use of extensive reading strategies improves reading comprehension of eighth grade students of SMA Negeri 1 Pagimana. This study applied a pre-experimental design. The population of this study was eleventh grade students of SMA Negeri 1 Pagimana. The sample in this study consisted of 30 students. Data were collected through multiple choice and comprehension questions, to collect data the researcher gave a pre-test and post-test to compare students' achievement in reading comprehension before and after the extensive reading strategy treatment was carried out in the reading process. The researcher used the SPSS 27 program to analyze the data to determine whether there was an effect on students' reading comprehension after the extensive reading strategy was implemented in the learning process, which finally found the value of Z = -2.534 and Asymp.Sig (2-tailed) = 0.011. And because, the value of Asymp.Sig (2-tailed) <0.05 then, it can be concluded that the hypothesis is accepted. That means that the reading comprehension of eleventh grade students of SMA Negeri 1 Pagimana can be improved by using extensive reading strategies.

The Effectiveness Of Popular Songs In Teaching Listening Comprehension To The Eight Grade Students’s At SMP Negeri 1 Palu Fidyah, Fidyah; Arid, Muhammad; Lebagi, Desrin; Dewi, Anjar Kusuma
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1422

This study aims to determine the effectiveness of popular songs in teaching listening skills to eighth-grade students at SMP Negeri 1 Palu. The research employed a quasi-experimental method with a pretest-posttest control group design. The sample consisted of two classes: an experimental group taught using popular songs and a control group taught using conventional methods. The research instrument was a listening comprehension test administered before (pretest) and after (posttest) the treatment. Data analysis used the Mann-Whitney U test to compare posttest scores between groups and the Wilcoxon Signed-Rank test to compare pretest and posttest scores within each group. The results revealed a significant difference between the experimental and control groups (p 0.05), with the experimental group achieving a higher posttest mean score (94.63) than the control group (85.66). The improvement in the experimental group was also greater than in the control group. Therefore, it can be concluded that the use of popular songs is more effective than conventional methods in enhancing students’ listening skills.

The Effectiveness of English Language Podcast in enhancing Listening Skill Astri, Astri; Kamaruddin, Abd; Arid, Muhammad; Dewi, Anjar Kusuma
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13338

This study aims to evaluate the effectiveness of English language podcasts in enhancing the listening skills of grade XI students at SMA Negeri 2 Palu. The research employed a pre-experimental design using a one-group pre-test and post-test approach. A total of 34 students from class XI E participated as the sample. To assess students’ initial listening proficiency, a pre-test was administered prior to the treatment. The treatment consisted of listening sessions using selected English podcasts from the YouTube channel “Easy English.” Following the treatment, a post-test was conducted to measure any improvements in students’ listening comprehension. The results indicated a significant increase in the average scores, rising from 64.41 in the pre-test to 81.91 in the post-test. Statistical analysis using the Wilcoxon Signed-Rank Test confirmed a significant difference (p < 0.05) between the two sets of scores. These findings suggest that English podcasts are effective learning tools for developing students’ listening skills. Their authentic and engaging nature, along with their flexible accessibility, makes podcasts a valuable supplement in English language instruction, particularly in fostering listening comprehension.

Using Animation Videos in Developing Listening Skills Among Junior High School Students Safira, Mutiarasafira; Kamaruddin, Abd; Arid, Muhammad; Aminah, Aminah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13363

Listening cannot be underestimated, because listening is an important aspect of communication. In life if someone communicates with others, they must understand what the speaker says in writing and during conversation. This study's objective was to understand how animated videos can enhance individuals' capacity for learning. Pre-tests and post-tests were part of this study's single-group pre-experimental design. The sample was chosen using purposeful sampling. There were seven classes for eighth-grade students. It was from class VIIIA to VIIIG. The total population of class VIII was 220 students. The class selected as the Sample used in this study was class VIIIB, which had 29 students. Test instruments were utilized in this study to gather the score in pre-test and post-test. Twenty fill-in-the-blank and matching questions made up the test. To determine whether using animated video content enhanced students' listening skills, a paired sample t-test was used in the data analysis. The tests outcomes were compared in this investigation. Ha (Alternative Hypothesis) and H0 (Null Hypothesis) were hypotheses in this investigation. The average scores differed significantly, the study's findings. 56.96 was the pre-test score, while the post-test score was 69.96. The significance level was marginally below 0.05, as indicated by the paired sample t-test statistical analysis results, which were significant (two tails) at 0.030. In the end, Ha was accepted and H0 was rejected. Therefore, watching animated films helps children improve their ability to interact with others.

The Effect of Word Formation Strategy on Eighth-grade Students’ Vocabulary Learning Hidayat, Muizzul; Thamrin, Nur Sehang; Agussatriana, Agussatriana; Arid, Muhammad
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3932

This study principally aims to find out whether there is or no effect of Word Formation Strategy on grade eight students’ vocabulary learning. The research samples were taken using purposive sampling, with the total number of samples being 113 students. The research was conducted at SMP Negeri 2 Sirenja. The research methodology adopted was a quasi-experimental research design. To collect the data, the students were given a pre-test and post-test, numbering 30 items. The research data were analyzed using the Mann-Whitney U Test (SPSS 24). The result showed that the test statistic was 0.001, which is less than 0.05, which indicates that the null hypothesis was rejected and the alternative hypothesis was accepted. The findings suggest a significant difference in learning outcomes between the experimental and control groups. This means that the Word Formation Strategy has a significant effect on students’ vocabulary learning.

An Analysis Of Teachers’ Strategy In Teaching Reading Comprehension Of Senior High School At Kecamatan Dampelas Puspita Sari, Endang; Darmawan, Darmawan; Wahyudin, Wahyudin; Arid, Muhammad
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 1 (2026): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i1.45455

This study aimed to find the strategies used by English teachers in teaching reading comprehension at senior high schools and to identify the most frequently used strategies. This study employed a descriptive qualitative research design, collecting data through questionnaires and interviews with 4 English teachers. The results showed that teachers used various strategies in teaching reading comprehension, and scaffolding, QARs, monitoring comprehension, and memorizing were the most frequently used strategies. These strategies were highly effective in helping students understand reading texts and improving their reading abilities. This study also revealed that scaffolding and QARs strategies enabled teachers to provide appropriate assistance and support to students who did not understand reading texts, allowing students to better comprehend the texts. The findings of this study were expected to be used as a reference for English teachers in developing effective reading comprehension teaching strategies.

A Systematic Review of Vocabulary Journals in EFL Learning: Theory, Practice, and Language Development Erniwati; Mertosono, Sudarkam R.; Arid, Muhammad
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.399

Vocabulary knowledge is fundamental to second and foreign language acquisition. However, developing both vocabulary breadth and depth remains a challenge in an English as a Foreign Language (EFL) context. This study examines how vocabulary is conceptualized and taught, explores the theoretical and pedagogical foundations of vocabulary journals, and evaluates their impact on learners’ vocabulary acquisition and language development. Using a systematic literature review guided by PRISMA principles, this study synthesizes findings from selected empirical and theoretical studies. The data were analyzed thematically to identify recurring patterns, theoretical alignments, and pedagogical implications. The findings indicate that vocabulary is a multidimensional construct involving both breadth and depth of knowledge. Vocabulary journals are grounded in key theoretical frameworks, including cognitive processing theories, the involvement load hypothesis, the noticing hypothesis, dual coding theory, and self-regulated learning. The results show that vocabulary journals enhance vocabulary acquisition by promoting deeper cognitive engagement, repeated exposure, and learner autonomy. They also contribute to the development of reading, writing, speaking, and listening skills. However, variations in journal design and implementation lead to inconsistencies in outcomes, which can affect the overall effectiveness of vocabulary journals in enhancing language skills. This study emphasizes the necessity of effective design and integration of vocabulary journals and calls for further research on their long-term impact.

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