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All Journal VERBA: Journal of English Language Issues, Trends and Studies
Sulviana S
Universitas Islam Makassar
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science

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STUDENTS’ INTEREST TOWARD THE USE OF MIND MAPPING IN WRITING PROCEDURE TEXT AT THE TENTH GRADE OF SMAN 22 MAKASSAR Sunar Sadani; Sulviana S; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

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.
THE UTILIZATION OF GRAMMAR SMASH TO IMPROVE THE ENGLISH GRAMMAR OF THE TENTH GRADE STUDENTS OF SMA JAYA NEGARA MAKASSAR Istiana Wayan Bindau; Sulviana S; Jusmaniar N
ADHILINGUA: Journal of Language Education, Lilnguistics and Literature Vol 3 No 2 (2025): VERBA: Journal of English Language Issues, Trends and Studies
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas Islam Makassar

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Abstract

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.
Co-Authors Istiana Wayan Bindau Jusmaniar N Sunar Sadani