VERBA: Journal of English Language Issues, Trends and Studies

STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT MTs BUSTANUL ULUM TODDOLIMAE MAROS

Risma Fadillah — 2025-05-01

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.

STUDENTS’ INTEREST TOWARD THE USE OF MIND MAPPING IN WRITING PROCEDURE TEXT AT THE TENTH GRADE OF SMAN 22 MAKASSAR

Sunar Sadani — 2025-05-01

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.

NEEDS ANALYSIS OF THE USE OF INQUIRY BASED LEARNING MODELS IN LEARNING ENGLISH FOR KINDERGARTEN STUDENTS

Nur Amaliah — 2025-05-01

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.

THE UTILIZATION OF GRAMMAR SMASH TO IMPROVE THE ENGLISH GRAMMAR OF THE TENTH GRADE STUDENTS OF SMA JAYA NEGARA MAKASSAR

Istiana Wayan Bindau — 2025-05-01

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.

THE USE OF SPELLING BEE METHOD TO IMPROVE STUDENTS’ ENGLISH VOCABULARY FOR EIGHT GRADE STUDENTS OF SMP NEGERI 17 MARUSU

Sardiansa S — 2025-05-01

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.