VERBA: Journal of English Language Issues, Trends and Studies

THE ANALYSIS OF LEARNING STYLES IN DEVELOPING STUDENT LEARNING ACHIEVEMENT

2025-11-23T13:15:18+00:00

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.

THE USE OF QUIZZIZ IN TEACHING READING COMPREHENSION FOR THE FIRST-GRADE STUDENTS

2025-11-07T04:22:11+00:00

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.

TEACHERS’ USE OF DICTIONARY-BASED LEARNING IN TEACHING ENGLISH TO YOUNG LEARNERS

2025-12-17T14:35:39+00:00

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.

EFL STUDENTS' PERSPECTIVES ON USING ChatGPT IN WRITING

2025-11-08T12:54:43+00:00

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 EFFECT OF TEACHER LANGUAGE STYLE ON STUDENTS’ COMPREHENSION AND MOTIVATION AT SMPN 11 MAKASSAR

2025-12-24T05:43:26+00:00

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.