VERBA: Journal of English Language Issues, Trends and Studies
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.
Articles
40 Documents
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION THROUGH QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY ]]>
<![CDATA[Yahya Muhaimin]]>;
<![CDATA[Sitti Nurjannah]]>;
<![CDATA[Muhammad Taufik]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 2 No 3 (2024): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[The purpose of this research is to find out and investigate whether the use of the Question-Answer Relationship (QAR) Strategy improves the reading comprehension of students in class X at SMA Cendrawasih Makassar. This research is quantitative research with research methods using quasi experiments, the research design used is pre-test and post-test using experimental classes and control classes. The data collection technique used was a multiple-choice test with 40 questions and 10 essay questions which were declared valid. The sample for this research was class X, totaling 30 students selected using the purposive sampling method and divided into two classes. 15 students as an experimental class who were taught using QAR Strategy and 15 students as a control class who did not use QAR Strategy. The data analysis technique used was the normality test, homogeneity test, and hypothesis testing using the independent sample t-test. The research results show that the Question Answer Relationship (QAR) strategy is effective in improving students' reading comprehension. This can be proven by an increase in the average pre-test score of 43.00 and the average post-test score of 90.00. After checking the hypothesis, the results show t-obtained 5.622 which is higher than the t-table critical value of 1.76. It can be concluded that (Ho) is rejected and (Ha) is accepted. This means that there is a significant difference before and after using the Question Answer Relationship (QAR) strategy and applying the Question-Answer Relationship (QAR) strategy to improve students' reading comprehension abilities. Moreover, students gave positive responses to the use of this strategy.]]>
<![CDATA[THE EFFECTIVENESS OF THE GALLERY WALK TECHNIQUE IN IMPROVING STUDENTS’ SPEAKING SKILLS ]]>
<![CDATA[Sri Utami Warat]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Muhammad Chairil Imran]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[The objective of the research is to find out whether the use of Gallery Walk techniques is effective or not to improve the English students speaking skills of the class XI students at SMA Plus Budi Utomo Makassar. This research uses Classroom Action Research by implementing the Kemmis and MC Taggart design in two cycles. The participants of this research is 28 students class XI at SMA Plus Budi Utomo Makassar in academic year 2024/2025. The research instrument is a speaking test. The Results of this research show that there was a different improvement in the students’ speaking skills in cycle I and cycle II, average score increased. In cycle I, students’ speaking test results the average score was 71.96 included in the fairly good category, and the students test results in cycle II was 81.32 with a good category, means that Gallery Walk technique is effective in improving students speaking skills.]]>
<![CDATA[THE ANALYSIS OF STUDENT ANXIETY ON SPEAKING PERFORMANCE AT SMAN 8 MAROS ]]>
<![CDATA[Mifta Chairianti]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Sulviana Sulviana]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This study aims to describe the types of students' anxiety on speaking performance and the factors that cause students' anxiety on speaking performance. This research was conducted on the eleventh-grade students of SMAN 8 Maros academic year 2023/2024 using a qualitative approach with descriptive qualitative design. The data were collected by questionnaire, and interview. After analyzing the data the researcher found that the types of students' anxiety on speaking performance are Situation-specific Anxiety and Trait Anxiety are the dominant percentages than State Anxiety and the researcher also found the factors caused students' anxiety on speaking performance were Communication Apprehension (students have low intellectual, students also have difficulty with pronunciation and lack of vocabulary), Test Anxiety (students feel anxious during the speaking test because fear of failure, fear of bad grades and affecting the report card), and Fear of Negative Evaluation (students are anxious because they are afraid of being judged, and being laughed at by friends/teacher when they make mistakes).]]>
<![CDATA[THE CORRELATION BETWEEN LANGUAGE LEARNING STRATEGIES AND STUDENTS’ THINKING STYLES AT THE ELEVENTH GRADE OF SMA PLUS BUDI UTOMO MAKASSAR ]]>
<![CDATA[Kasmiati Kasmiati]]>;
<![CDATA[Rizka Indahyanti]]>;
<![CDATA[Endang Ruswiyani]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This study aims to determine the correlation between language learning strategies and students thinking styles in English learning on students of class XI A SMA Plus Budi Utomo Makassar. Sampling technique used in the study was descriptive research. The population in this research is class XI A in SMA Plus Budi Utomo Makassar. The respondent of this study were 28 students in academic year 2024. Researcher used two questionnaires, the first questionnaire about language learning strategies and the second questionnaire about students thinking styles. Based on the study showed the average value for questionnaire of language learning strategies was 1.143 and the average value of the students thinking styles was 1.087. Based on the result of data processing and analysis, the researcher concluded that English Language Learning Strategy of class XI A at the eleventh grade of SMA Plus Budi Utomo Makassar are Social the total frequency is 35% and Students’ Thinking Style are Form with the total percentage is 31%. The data analysis used in this research was product moment formula which showed that there was there any correlation between English Language Learning Strategy and Students’ Thinking Style there was a significant (variable X) and (variable Y) expressed quit with an average analysis rcount =0.564 while rtable = 0.318. The finding of this research could be synthesized that hypothesis were rcount was higher than rtable. So H1 was accepted and H0 was rejected. Thus, there was a positive significant correlation between language learning and students thinking styles.]]>
<![CDATA[COMBINING ENGLISH VIDEO DUBBING WITH CONTEXTUAL INSTRUCTION IN ENHANCING ENGLISH-SPEAKING SKILL OF SECOND GRADE AT SMA NEGERI 8 MAROS ]]>
<![CDATA[Krisna Rifky Perdana]]>;
<![CDATA[Badruddin Kaddas]]>;
<![CDATA[Jusmaniar N]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 1 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[The objective of this study is to find out how the combining English video dubbing with contextual instruction to improving students' English-Speaking Skills in second grade of SMAN 8 Maros. The research employed Quasi Experimental model with a Nonequivalent Control Group Design, Comprising Two Groups: The Control Group and the Experimental Group. The instrument of this research is recording and test (pretest and posttest). The data analysis is descriptive analysis and descriptive inferential analysis. The data of pretest revealed a standard deviation is 1.309 from the experimental group and 1.264 from the control group. The posttest experimental group demonstrated a standard deviation is 1.591, while the posttest control group exhibited a standard deviation is 1.161. Substantiated results of the normality test indicate the control class pretest was 0.010 and the control class posttest was 0.018. Given the significance value is greater than 0.05, It therefore follows the data is normally distributed. The result found at the t count obtained is 7.217, followed by finding the t table obtained according to the df value of 67 while the sig level value is 0.05/2 = 0.025 and t table of 1.995. These results show the score of t test 7.127 > t table 1.996. At 5% significance, it means that there is a difference between the speaking skills of students who use the technique of combining English video dubbing with contextual instruction and those who do not use the technique, and sig value (2-tailed) of 0.001 <0.05 means the combining English video dubbing with contextual instruction has effect on the improving students’ English speaking skill in second grade of SMA Negeri 8 Maros.]]>
<![CDATA[STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT MTs BUSTANUL ULUM TODDOLIMAE MAROS ]]>
<![CDATA[Risma Fadillah]]>;
<![CDATA[Warsidi Warsidi]]>;
<![CDATA[Sitti Nurjannah]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This research was conducted to find out the types and factors of students' anxiety in speaking English at MTs Bustanul Ulum Toddolimae Maros. The purpose of this study was to determine the types and factors of students' anxiety in speaking English at MTs Bustanul Ulum Toddolimae Maros. The researcher used descriptive qualitative approach. Data were collected through observation checklist and interview. The results showed that there were 3 types of anxiety in speaking English: communication anxiety, test anxiety, and fear of negative evaluation. Four anxiety factors experienced by students in their speaking anxiety are personal and interpersonal anxiety, learners' beliefs about language learning, language testing, and classroom procedures.]]>
<![CDATA[NEEDS ANALYSIS OF THE USE OF INQUIRY BASED LEARNING MODELS IN LEARNING ENGLISH FOR KINDERGARTEN STUDENTS ]]>
<![CDATA[Nur Amaliah]]>;
<![CDATA[Jusmaniar N]]>;
<![CDATA[Dahniar Dahniar]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This study aims to analyze the need for implementing an Inquiry-Based Learning (IBL) model in teaching English to kindergarten students. This research uses a qualitative descriptive method with data collection through observation sheets and teacher interviews. The research focused on Class B1 of Annur Manggala Kindergarten, involving 16 students as observation subjects and their teachers as interview respondents. The needs of learning English with IBL methods for kindergarten involve several key aspects, 1) Necessities including of appropriate learning resources, classroom environment, and teacher support. While, although research found that the school has made significant necessities in implementing IBL, 2) the lacks which challenges such as limited access to supporting materials, restricted classroom space, and minimal integration of technology affect the overall learning experience. 3) The classroom environment supports most of the key aspects wants for Inquiry-Based Learning, particularly in terms of student engagement, teacher support, and access to hands-on, creative materials.]]>
<![CDATA[THE USE OF SPELLING BEE METHOD TO IMPROVE STUDENTS’ ENGLISH VOCABULARY FOR EIGHT GRADE STUDENTS OF SMP NEGERI 17 MARUSU ]]>
<![CDATA[Sardiansa S]]>;
<![CDATA[Muthmainnah Mursidin]]>;
<![CDATA[Rizka Indahyanti]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This study aims to analyze the effectiveness of the Spelling Bee method in improving English vocabulary mastery of eighth grade students at SMP Negeri 17 Marusu. This study uses a quantitative approach with a pre-experimental design, namely one-group pretest-posttest. A total of 25 students of class VIII.a were selected as research samples. Data were collected through vocabulary tests before and after treatment, and analyzed using the Wilcoxon Signed Rank Test. The results of the study showed a significant increase in students' vocabulary mastery after the Spelling Bee method was implemented. The average pretest score of students was 80.80, while the average posttest score increased to 98.00. The results of the statistical analysis showed a significance value of 0.000 (p <0.05), so the null hypothesis (H?) which states that "there is no significant difference in vocabulary improvement before and after treatment" is rejected. Conversely, the alternative hypothesis (H?) which states that "there is a significant difference in vocabulary improvement before and after treatment" is accepted. In addition, this method also increases students' motivation and participation in learning English. Thus, the Spelling Bee method can be considered as an effective learning strategy to improve students' English vocabulary mastery.]]>
<![CDATA[STUDENTS’ INTEREST TOWARD THE USE OF MIND MAPPING IN WRITING PROCEDURE TEXT AT THE TENTH GRADE OF SMAN 22 MAKASSAR ]]>
<![CDATA[Sunar Sadani]]>;
<![CDATA[Sulviana S]]>;
<![CDATA[Jusmaniar N]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[Mind mapping is known as a visualization technique that can help students organize ideas systematically before writing, so that the writing process becomes more structured and easier to understand. This study aimed to investigate the students' interest in using mind mapping as a tool in writing procedural texts, especially among 10th grade students of SMAN 22 Makassar. This study was a quantitative approach with a survey. It was used as the main instrument to collect data from respondents. A total of 36 questions were arranged in the form of a questionnaire and distributed to 32 students from tenth grade. These questions were designed to assess the extent of interest, understanding, and effectiveness of using mind mapping in supporting procedural text writing activities. Most students showed a positive interest in using mind mapping in writing learning. They considered this technique very helpful in compiling and developing ideas related to procedural steps more clearly and systematically. In addition, mind mapping was also considered to be able to improve students' creativity and critical thinking skills when writing. However, there were some students who experienced obstacles, especially in understanding how to compile an effective mind map. This study showed the importance of the teacher's role in providing guidance, examples, and repeated practice so that students can apply this technique optimally. With the right support, mind mapping has great potential as an effective tool in teaching writing, especially for procedural texts at the high school level.]]>
<![CDATA[THE UTILIZATION OF GRAMMAR SMASH TO IMPROVE THE ENGLISH GRAMMAR OF THE TENTH GRADE STUDENTS OF SMA JAYA NEGARA MAKASSAR ]]>
<![CDATA[Istiana Wayan Bindau]]>;
<![CDATA[Sulviana S]]>;
<![CDATA[Jusmaniar N]]>
<![CDATA[ ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar ]]>
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<![CDATA[This study aims to examine the effectiveness of using Grammar Smash application in improving students’ English grammar, especially on Simple Present Tense material, at class X students of SMA Jaya Negara Makassar. The research method used is Quasi-Experimental design with Non-equivalent Control Group design, which involves two groups, namely the experimental group using Grammar Smash application and the control group using conventional learning method. The research sample consisted of 20 students divided into two groups, 10 students each for the experimental group and 10 students for the control group. Data was collected through Pre-test and Post-test to measure the improvement of students' English grammar skills before and after the use of the application. the application. The results showed that the use of Grammar Smash application significantly improved students' English grammar, especially on Simple Present Tense material. This can be seen from the increase in the average post-test score in the experimental group from 41.50 to 88.50, while in the control group the increase in the average score was only from 31.00 to 67.00. Statistical analysis using Paired Sample t-test showed that the difference in score improvement between the Experimental and Control Groups was statistically significant (p < 0.05). After checking the hypothesis, the result shows t-obtained 4.386 is higher than t-table value 2.145. It can be concluded that (Ho) is rejected and (Ha) is accepted, so the results are considered significant using Grammar Smash application in learning Grammar especially in the aspect of Simple Present Tense in students. In addition, observation during the learning process shows that students are more motivated and actively involved in learning when using Grammar Smash application.]]>
