cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Munawwir Hadwijaya
Contact Email
mr.awinwijaya@gmail.com
Phone
+6281333027167
Journal Mail Official
mr.awinwijaya@gmail.com
Editorial Address
Jl. Arjuno I/1172
Location
Unknown,
Unknown
INDONESIA
Verba: Journal of Applied Linguistics
Published by ANFA MEDIATAMA
ISSN : -     EISSN : 29623383     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Verba: Journal of Applied Linguistics is a peer-reviewed open-access journal published by Anfa Mediatama. Verba accepts unpublished articles in the form of analysis, study, application of theory, research reports, material development, and reviews on language teaching, linguistics, and literature. This journal aims to support the intellectual and practical professional development of lecturers, researchers, and practitioners in the field. Verba, which is registered with E-ISSN 2962-3383, is published every May and December.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 42 Documents
 1   2   3   4   5 
Improving Self-Efficacy of Madrasah Aliyah Miftahul Jannah’s Students in Foreign Language Acquisition Afifah, Lia Jauharotul
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Students with low motivation refer to students with low self-efficacy which means they do not believe in themselves in achieving goals. This research used the descriptive qualitative method where the author described the situation in the Madrasah Aliyah (MA) Miftahul Jannah In developing students’ self-efficacy. The finding showed that to improve the students’ self-efficacy, the author conveys the steps the teacher can take to help students improve their self-efficacy through authentic learning. Authentic learning should be used in foreign language teaching instead of conventional activities. Using authentic materials can motivate students and help them feel comfortable using a foreign language. Thus, foreign language teachers should assist students in engaging in constructive learning environments with authentic materials. The use of authentic materials should be emphasized when training potential foreign language teachers so that future teachers can demonstrate the use of authentic materials by improving students’ self-efficacy. Moreover, teachers can help students set clear goals in learning a foreign language and provide honest feedback. In that way, teachers had a chance to see the differences in students’ self-efficacy in learning a foreign language. The aim of the present review of literature is to focus on the improvement of students’ self-efficacy in foreign language acquisition.
Lesson plan analysis on Merdeka Mengajar Platform English for Nusantara VII Sumayyah, Sumayyah
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A Lesson Plan is a written document that serves as the teachers’ guidance during learning (Nessari & Heidari, 2014). Emancipated curriculum simplified some lesson plan formats (Rahayu et al., 2021). This research aimed at (1) analyzing teachers’ lesson plans published in the Merdeka Mengajar Platform following the recent emancipated curriculum format and (2) finding lesson plan components consistent with Brown’s stipulated elements. This research employed a qualitative descriptive approach with document analysis by Bowen (2009) to investigate a lesson plan published in the Merdeka Mengajar Platform. The data were obtained using document analysis, showing that 67% of lesson plans followed the emancipated curriculum.
THE DIFFICULTIES OF IMPLEMENTING ENGLISH INSTRUCTION IN CAMBRIDGE CURRICULUM: NON-ENGLISH TEACHERS' VIEW Alpiansyah, Rizki; Charisma , Dila; Aprianti , Fitri
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was a) to find out how teachers learn in implementing the Cambridge curriculum for non-English subjects, b) to find out what difficulties non-English teachers experience in implementing English language learning. The method used in this study is a qualitative descriptive research method. The object of this study was SMP Bina Insan Mulia, the subjects of this study were two teachers who taught non-English subjects at SMP Bina Insan Mulia. The instruments used in this study were interviews and documents compiled following the Cambridge curriculum. The results of interviews and analysis of teacher learning plans showed learning methods that implemented the Cambridge curriculum, the difficulties found were related to; problems with teachers' ability to use English; problems with students in their views on non-English subjects that must use English, student interests, the amount of practice, and also self-confidence. From the difficulties found, teachers made the class more interactive and interesting in teaching non-English subjects by using English as a medium of instruction.
The Influence of Vocabulary Mastery and Grammar on Students' Reading Comprehension of Narrative Texts Ridwan, Revi Nur
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the influence of vocabulary mastery and grammar on students' reading comprehension of narrative texts among 12th-grade students in Bandung. Using a quantitative approach and ex-post facto design, data were collected through vocabulary tests and grammar surveys from a sample of 60 students selected via stratified proportionate random sampling. The results revealed a significant positive correlation between the independent variables (vocabulary and grammar mastery) and the dependent variable (reading comprehension). The correlation coefficient was 0.864, and the regression equation obtained was Y = -14.070 + 0.135X1 + 0.129X2. The findings indicated that vocabulary mastery contributed 48.2% to reading comprehension, while grammar mastery contributed 33.73%. These results suggest that students with higher levels of vocabulary and grammar proficiency have better comprehension of narrative texts. The study highlights the importance of both vocabulary and grammar in reading comprehension and suggests that educational stakeholders, including teachers, school administrators, and parents, should emphasize the development of these skills. Providing a supportive learning environment, enhancing teaching methods, and supplying appropriate resources can further improve students' language proficiency, leading to better academic outcomes. The research contributes to the understanding of how language skills, specifically vocabulary and grammar, are crucial for reading comprehension in the context of English as a foreign language.
Neurodivergent Students in Regular EFL Classrooms Elza, Meriyan
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The number of students who are diagnosed as neurodivergent person or seem to have the symptoms has increased in regular classes, and English as a Foreign Language (EFL) classrooms are no exception. This study aims at explaining the condition of classroom atmosphere due to the presence of neurodivergent students, teachers’ viewpoint, parents’ perspective, and strategies in managing the classroom, and what experts say about this issue. This is a qualitative study by which the data were obtained from an observation and interview with the teachers from two branches of a language institution in West Sumatra. Based on the teachers’ viewpoint, the result showed that there were almost no significant barriers for neurodivergent students to understand the target language, but their presence disturbed the communicative task. Then, based on the parents’ perspective, there were parents who admitted the condition, and there were who did not. However, all parents wanted their children to go to the educational institution where diversity is accepted or just to be enrolled in a regular educational institution. Looking at this phenomenon from different perspectives hopefully lead to the idea of an appropriate approach for these students to integrate into the regular EFL classroom.
Improving Self-Efficacy of Madrasah Aliyah Miftahul Jannah’s Students in Foreign Language Acquisition Afifah, Lia Jauharotul
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Students with low motivation refer to students with low self-efficacy which means they do not believe in themselves in achieving goals. This research used the descriptive qualitative method where the author described the situation in the Madrasah Aliyah (MA) Miftahul Jannah In developing students’ self-efficacy. The finding showed that to improve the students’ self-efficacy, the author conveys the steps the teacher can take to help students improve their self-efficacy through authentic learning. Authentic learning should be used in foreign language teaching instead of conventional activities. Using authentic materials can motivate students and help them feel comfortable using a foreign language. Thus, foreign language teachers should assist students in engaging in constructive learning environments with authentic materials. The use of authentic materials should be emphasized when training potential foreign language teachers so that future teachers can demonstrate the use of authentic materials by improving students’ self-efficacy. Moreover, teachers can help students set clear goals in learning a foreign language and provide honest feedback. In that way, teachers had a chance to see the differences in students’ self-efficacy in learning a foreign language. The aim of the present review of literature is to focus on the improvement of students’ self-efficacy in foreign language acquisition.
Lesson plan analysis on Merdeka Mengajar Platform English for Nusantara VII Sumayyah, Sumayyah
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A Lesson Plan is a written document that serves as the teachers’ guidance during learning (Nessari & Heidari, 2014). Emancipated curriculum simplified some lesson plan formats (Rahayu et al., 2021). This research aimed at (1) analyzing teachers’ lesson plans published in the Merdeka Mengajar Platform following the recent emancipated curriculum format and (2) finding lesson plan components consistent with Brown’s stipulated elements. This research employed a qualitative descriptive approach with document analysis by Bowen (2009) to investigate a lesson plan published in the Merdeka Mengajar Platform. The data were obtained using document analysis, showing that 67% of lesson plans followed the emancipated curriculum.
The Difficulties of Implementing English Instruction in Cambridge Curriculum: Non-English Teachers' View Alpiansyah, Rizki; Charisma , Dila; Aprianti , Fitri
Verba: Journal of Applied Linguistics Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was a) to find out how teachers learn in implementing the Cambridge curriculum for non-English subjects, b) to find out what difficulties non-English teachers experience in implementing English language learning. The method used in this study is a qualitative descriptive research method. The object of this study was SMP Bina Insan Mulia, the subjects of this study were two teachers who taught non-English subjects at SMP Bina Insan Mulia. The instruments used in this study were interviews and documents compiled following the Cambridge curriculum. The results of interviews and analysis of teacher learning plans showed learning methods that implemented the Cambridge curriculum, the difficulties found were related to; problems with teachers' ability to use English; problems with students in their views on non-English subjects that must use English, student interests, the amount of practice, and also self-confidence. From the difficulties found, teachers made the class more interactive and interesting in teaching non-English subjects by using English as a medium of instruction.
The Implementation of Whole Brain Teaching Method to Improve Students’ Speaking Skill Alrasyid, Harun
Verba: Journal of Applied Linguistics Vol. 3 No. 1 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/verba.v3i1.1845

Abstract

The purpose of this study is to characterize the ways in which the Whole Brain Teaching (WBT) method improves students’ speaking skill and to ascertain the teacher effectiveness and classroom climate. This classroom action research is conducted for the students of Eleventh Grade of SMK Negeri 2 Surabaya. The research consists of three cycles, The data are collected through speaking test, observation and focus group discussion. Both quantitative and qualitative data were examined by the researcher. According to the findings, students' speaking skills have improved in a few areas. They can now articulate their thoughts clearly, form some sentences using just their own words, and provide accurate answers to questions. Additionally, the environment in the classroom has changed; they are more engaged in adhering to the classroom activities.
An Analysis of Teacher Factors in Assisting Students in their Learning Nugraheni, Mutia Farisya Sekar; Nuranda , Ilham; Perkasa , Pradana Gilang
Verba: Journal of Applied Linguistics Vol. 3 No. 1 (2024): Verba: Journal of Applied Linguistics
Publisher : ANFA MEDIATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.572349/verba.v3i1.1848

Abstract

This study explores the influence of teacher-related factors on assisting students in tutoring environments. It specifically examines how teachers' educational backgrounds and training affect student performance. Conducted in a tutoring centre in Semarang City, Indonesia, the research utilised a descriptive qualitative approach with semi-structured interviews of two teachers. The findings reveal that most teachers possess relevant educational backgrounds for their subjects, which is essential for effective teaching. Furthermore, the institution's training process, which includes a probation period for new teachers, ensures they are well-prepared to meet students' learning needs. The study concludes that teacher factors, especially educational background and training, significantly enhance student learning outcomes in tutoring settings. The results indicate that the institution's methods for selecting and training teachers are effective, emphasising the importance of these factors in educational contexts

Page 4 of 5 | Total Record : 42

 1   2   3   4   5 

Filter by Year

2022 2024


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2024): Verba: Journal of Applied Linguistics Vol. 3 No. 1 (2024): Verba: Journal of Applied Linguistics Vol. 2 No. 2 (2023): Verba: Journal of Applied Linguistics Vol. 2 No. 1 (2023): Verba: Journal of Applied Linguistics Vol. 1 No. 2 (2022): Verba: Journal of Applied Linguistics Vol. 1 No. 1 (2022): Verba: Journal of Applied Linguistics