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Muhammad Chairil Imran
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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 50 Documents
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THE IMPLEMENTATION OF PREZI APPLICATION IN IMPROVING WRITING SKILL OF THE ELEVEN GRADE STUDENTS OF MAS AL-AMIN Andi Anggi Aprilia Syahputri; Rizka Indahyanti; Muhammad Chairil Imran
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.524

Abstract

Writing skills remain a critical challenge for non-native English speakers, particularly in organizing ideas, vocabulary usage, and grammar mastery. Technology integration in language education shows promising results in enhancing student engagement and learning outcomes, addressing the need for innovative teaching methods. This study investigates difficulties faced by eleventh-grade students at MAS AL-AMIN in developing English writing skills. Specific challenges include inadequate idea organization, limited vocabulary application, and insufficient grammar mastery. The research determines whether Prezi application implementation can effectively address these difficulties as an interactive visual learning tool. An experimental design involved 38 eleventh-grade students divided into experimental (Prezi-based instruction) and control (conventional methods). Data collection included pre-tests, post-tests, and questionnaires. Statistical analysis used SPSS 25 with descriptive statistics and independent sample t-tests. Findings demonstrated statistically significant improvement in the experimental group's writing performance. The experimental group achieved 9.14 points higher average gain scores than the control group (p < 0.05), showing enhanced grammar, vocabulary, and comprehension abilities. Questionnaire results revealed increased student motivation and interest using Prezi.  This research contributes empirical evidence for interactive presentation tools' effectiveness in writing instruction. Prezi serves as a valuable alternative medium for English instruction, offering practical implications for educators integrating technology and theoretical contributions to understanding visual learning tools in language acquisition.      
THE CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND LEARNING ACHIEVEMENTS OF STUDENTS IN THE ENGLISH EDUCATION DEPARTMENT Sahril Sahril; Badruddin Kaddas; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.529

Abstract

Abstract: This study aims to determine whether there is a relationship between students' Emotional Intelligence (EI) and learning Achievement of students in the English Education Department Universitas Islam Makassar. This research used correlational design. And the total sampling used as the sample of this study amounted to 40 students. The data in this study were obtained using a questionnaire and documentation, utilizing a 33-item Likert scale questionnaire to assess Emotional Intelligence (EI). The data on students’ emotional intelligence and English academic achievement were analyzed by using Pearson Product Moment correlation analysis through SPSS 30 to find out whether or not there was correlation between them. The final finding in this study shows that Pearson correlation analysis revealed no significant correlation between EI and GPA (r = .017, p > .05). This suggests that, within this specific population, cognitive factors may be more influential determinants of academic success than EI. Further research is recommended to explore other factors influencing academic achievement and to investigate potential differences in EI's impact across various student populations and educational contexts. Keywords: Emotional Intelligence, English, Learning Achievement
PSYCHOLOGICAL FACTORS AFFECTING STUDENT’S IN ORAL PRESENTATION AT THE ENGLISH EDUCATION OF UNIVERSITAS ISLAM MAKASSAR Sindi Rafika Sari; Muh. Fihris khalik; Sulviana Sulviana
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.614

Abstract

The purpose of this research is to find out the psychological factors in students’ in conducting oral presentations using English in Universitas Islam Makassar. The research method used is the researcher will use a descriptive research design. Descriptive research is a type of research that systematically describes the situation and facts of a particular population factually and accurately. This design will be used to find out the psychological problems faced by English Department students in making oral presentations. The research sample for this researcher is English language education student’s class 2023 at Universitas Islam Makassar consisting of 1 class with a total of 9 students consisting of 7 female students and 2 male students. Factors affecting students in speaking may vary considerably, depending on the research context. The present study therefore attempts to find out the inhibited psychological factors faced by English Language Department Students and find ways to minimize these factors so that they do not happen to students. Researchers used a qualitative descriptive approach and applies the purposive sampling technique, In this research, research chose subjects according to the needs and objectives of the research. Researcher conducted research on English education students, especially the class of 2023 at the Universitas Islam Makassar. Data collected through observation checklists and interview. The results showed that fear of mistakes, shyness, anxiety, and lack of confidence were the four physiological factors found on students. Meanwhile, other factors that may or may not affect the students well be critically examined. The ways to solve the psychological factors faced by the students in doing presentation are giving motivation the students and stimulation to practice in doing presentation.
USING GUESSING GAME WITH KAHOOT APPLICATION TO IMPROVE CHILDREN VOCABULARY MASTERY Nur Farisda; Muthmainnah Mursidin; Sitti Nurjannah
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.786

Abstract

This study aimed to examine the effectiveness of using a guessing game through the Kahoot application to improve vocabulary mastery among kindergarten children. The research was conducted at TK Dharma Wanita UNHAS, involving children from group B2 as participants. The study employed a pre-experimental design using a one-group pre-test and post-test model. The vocabulary materials covered in this study focused on four main themes: colors, animals, fruits, and numbers. These topics were selected based on their relevance and familiarity to early childhood learners. The pre-test results showed that most students were in the "Not Yet Developed" (30%) and "Starting to Develop" (35%) categories. In contrast, the post-test results showed that none of the students remained in the "Not Yet Developed" category. A total of 50% of students reached the "Developed Very Well" category, indicating a significant improvement after the implementation of the guessing game with the Kahoot application. The students' average scores also increased from 47.5 to 80. In conclusion, the findings suggest that the use of Kahoot-based guessing games is an effective teaching strategy for enhancing vocabulary mastery among kindergarten children. It creates a fun, interactive, and motivating learning environment, which is essential for young learners in acquiring new improving vocabulary.
IMPROVING STUDENTS’ SPEAKING SKILL BY IMPLEMENTATION OF FOLKLORE MONOLOGUE PERFORMANCE AT THE TENTH GRADE OF SMA COKROAMINOTO MAKASSAR Zebkiah Nur Afifi; Badruddin Kaddas; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 3 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v3i3.787

Abstract

This study aimed to improve the speaking skills of tenth-grade students at SMA Cokroaminoto Makassar by using monologue performances of South Sulawesi folklore. This research used classroom action research, in which data were obtained from speaking tests. The subject of the study consisted of 20 tenth-grade students from SMA Cokroaminoto Makassar. The results showed that students' speaking skills before and after using the monologue performances differed significantly. The average score from the students' test was 64.45, while the average score on the final test in cycle 1 increased to 70.5. However, it had not yet reached the English subject standard score (78). Then, the average score from the final test in cycle 2 was 80.1, indicating an improvement of 13.6% from cycle 1 to cycle 2. In addition, the frequency of students’ scores, specifically in speaking fluency in cycle 1 showed that 14 students (70%) received good scores, while 6 students (30%) received fair scores. In cycle 2, there was an improvement, with 14 students (70%) achieving very good scores and 6 students (30%) receiving good scores. This indicated that there was a significant improvement in students’ speaking skills after using monologue performances of South Sulawesi folklore. Based on the results of the study, it could be concluded that the implementation of South Sulawesi folklore monologue performances was effective in improving the speaking skills of tenth-grade students at SMA Cokroaminoto Makassar.
THE USE OF QUIZZIZ IN TEACHING READING COMPREHENSION FOR THE FIRST-GRADE STUDENTS Tania Booy; Andi Samsu Rijal; Rizka Indahyanti
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 4 No 1 (2026): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v4i1.670

Abstract

This research examined the effectiveness of Quizizz in improving the reading comprehension of first-grade students at SMP N 05 Waesama Ambon. The research used a quantitative approach with a pre-test and post-test single-group design. The instrument was a multiple-choice reading comprehension test focusing on descriptive texts and observations focused on student attitudes, motivation, participation, and engagement during the learning process using Quizizz. The sample consisted of 31 students in the academic year 2025. (the research instrument was a reading test). The results showed an increase in students' reading comprehension. The mean pre-test score was 49.100, while the mean post-test score rose to 83.300. Statistical analysis using a paired samples t-test showed a significant difference, (2-tailed) value of 0.000 < 0.05, indicating a significant difference between pre-test and post-test results, which is included in the good category. These results imply that Quizizz was effective in improving students' reading comprehension. 
EFL STUDENTS' PERSPECTIVES ON USING ChatGPT IN WRITING Nur Salsabila; Warsidi; Sulviana
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 4 No 1 (2026): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v4i1.676

Abstract

This study aims to explore EFL students’ perspectives on the use of ChatGPT in writing tasks. The research employs a qualitative descriptive method, with data collected through questionnaires and semi-structured interviews. The participants consisted of undergraduate students from the English Education Department, who actively engaged with ChatGPT to support their academic writing. The findings reveal two main aspects: 1) Perceived Usefulness, where students acknowledged that ChatGPT helps them generate ideas, improve vocabulary, and enhance sentence structures and Perceived Ease of Use, as most students found the platform accessible, user-friendly, and supportive in completing writing tasks; and 2) Challenges, which include issues such as Information Literacy, Reproduction Literacy and Socio-Emotional Literacy. Overall, students demonstrated positive perceptions of ChatGPT as a supplementary tool in their writing process. However, they also encountered challenges in managing information, reproducing content, and dealing with socio-emotional aspects. Therefore, teacher guidance and students’ critical evaluation are still essential to ensure effective and responsible use of ChatGPT in academic writing.  
THE ANALYSIS OF LEARNING STYLES IN DEVELOPING STUDENT LEARNING ACHIEVEMENT Nurul Azizah; Muh. Fihris Khalik; Rizka Indahyanti
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 4 No 1 (2026): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v4i1.695

Abstract

Education plays a vital role in shaping intelligent, well-mannered, and competitive generations. One of the main factors determining students’ learning success is their learning style the unique way individuals receive, process, and understand information. Every student has different learning tendencies, whether visual, auditory, or kinesthetic. This study aims to identify the factors influencing the learning styles of fourth-grade students at SD Tamalanrea and to analyze how these learning styles contribute to improving their achievement in English. The study employs a qualitative approach with a case study design. Data were collected through closed questionnaires, semi-structured interviews, and documentation, referring to the VAK (Visual, Auditory, Kinesthetic) model by (Barbe et al., 1979) and the learning style factors theory proposed by (Rita & Dunn, 1993). The expected results reveal variations in students’ learning styles and a positive relationship between the alignment of teaching methods and students’ preferred learning styles toward enhancing English learning achievement. This research is expected to provide practical insights for teachers in understanding students’ learning characteristics and in developing more effective and student-centered teaching strategies.
TEACHERS’ USE OF DICTIONARY-BASED LEARNING IN TEACHING ENGLISH TO YOUNG LEARNERS Chikyta Anatasya Dita; Muhammad Chairil Imran; Sitti Nurjannah
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 4 No 1 (2026): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v4i1.729

Abstract

This study aims to analyze the use of dictionary-based learning in teaching English to young learners at a public elementary school. This research employed a qualitative research design. The instruments used in this study were classroom observation and interview. The data were collected through classroom observations and semi-structured interviews with an English teacher to identify how dictionary-based learning was implemented during the teaching and learning process. Based on the data analysis, the results showed that dictionary-based learning was consistently used as a dominant strategy in teaching vocabulary. The teacher required students to bring dictionaries and encouraged them to find word meanings independently before receiving explanations from the teacher. This strategy helped students increase vocabulary awareness, develop learning responsibility, and become more independent learners. However, some students experienced difficulties in understanding dictionary meanings, which required teacher guidance and scaffolding. he findings indicate that dictionary-based learning can enhance students’ engagement and understanding in English lessons. This strategy is important for teachers because it helps create a more effective, active, and meaningful learning environment for young learners. In conclusion, the implementation of dictionary-based learning makes the English learning process more engaging, meaningful, and motivating when supported by appropriate teacher assistance.
THE EFFECT OF TEACHER LANGUAGE STYLE ON STUDENTS’ COMPREHENSION AND MOTIVATION AT SMPN 11 MAKASSAR Gina Utami; Mutmainnah Mursidin; Jusmaniar Nonci
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 4 No 1 (2026): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/verba.v4i1.747

Abstract

This study explores how teachers’ language styles affect students’ comprehension and motivation in English learning at SMPN 11 Makassar. Adopting a descriptive qualitative design, data were collected through classroom observations across three meetings and semi-structured interviews with the English teacher and selected students. Analysis followed Miles, Huberman, and Saldaña’s interactive model of qualitative data analysis (data reduction, data display, and conclusion drawing). The findings indicate that the teacher employed a combination of four language styles formal, informal, consultative, and expressive switching among them according to classroom context. The expressive style (characterized by varied intonation, humor, gestures, and positive feedback) was the most frequently observed and contributed significantly to students’ engagement, willingness to participate, and comprehension of the material. 

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