Article Per Year (5 Year)
p-Index From 2021 - 2026
1.259
P-Index
This Author published in this journals
All Journal Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Insani Nurchintyawati
STAI DDI Pinrang

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Semantic Features Analysis as Strategy in Learning English Vocabulary Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 1 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Vocabulary is the key of language. It is the one basic component to develop English as a foreign language at elementary, intermediate, or advance levels. It plays important roles to support other language skills such as listening, speaking, reading, and writing. Vocabulary mastery is one of aspect of languages to taught to the students who want to learn English. The mastery of vocabulary determines the mastery of four language skills. To mastery vocabulary the student should have abilty in understanding and using vocabulary. Vocabulary mastery itself deals with word and meaning. There are so many technique can use to learn vocabulary, such as word list, flashcard, visual imagery, semantic mapping, and many others. One of the techniques as strategy in learning vocabulary is Semantic Features Analysis (SFA). This paper will be explained about understanding of Semantic Features Anaysis and the purposes and procedure of Semantic Feature Analysis.
Information-Gap Spoken Activities In English Classrooms Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 2 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Information-gap speaking activities (also called information-exchange tasks) are a widely used instructional technique in communicative and task-based approaches to language teaching. This review synthesizes empirical and review literature to (1) define information-gap tasks and their theoretical rationale, (2) summarize evidence about their effects on oral production (fluency, accuracy, complexity, interactional competence), (3) identify key design and implementation variables that mediate outcomes (task structure, planning, feedback, participant pairing, proficiency), and (4) highlight gaps and pedagogical recommendations for classroom practitioners and researchers. Across the reviewed studies, information-gap tasks reliably increase opportunities for meaningful interaction and have positive effects on measures of fluency and communicative engagement; effects on accuracy and complexity are conditional on task design, time-on-task, and pre-/post-task support. Recommendations include careful task sequencing, inclusion of pre-task planning and focus-on-form support, and systematic assessment using multi-dimensional speaking measures. Key directions for research include longitudinal classroom studies, clearer operationalization of “information-gap” across contexts, and exploration of learner variables (motivation, anxiety, proficiency)
Competitive activities that work in learning English Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 1 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Classroom competition—implemented as individual contests, team tournaments, leaderboard systems, quizzes (e.g., Kahoot!), debates, and competitive team-based learning—remains a widely used pedagogical device in English language teaching. This literature review synthesizes empirical and review evidence (2014–2025) to identify which competitive activities produce positive outcomes for English learning (motivation, engagement, speaking, reading, vocabulary, critical thinking) and under which design constraints they succeed or fail. Findings show: (1) competitive gamified elements (points, quizzes, leaderboards) often boost short-term engagement and attainment when aligned with autonomy-supportive design; (2) poorly-designed extrinsic competition may reduce intrinsic motivation and satisfaction; (3) structured argumentative activities (debates) reliably improve speaking, fluency, and argumentation skills when scaffolded; (4) competitive team-based formats can raise motivation and collaborative skills if tasks emphasize interdependence and clear assessment rubrics. The review closes with practical design guidelines and implications for research (need for longitudinal, cross-cultural, and mixed-methods studies)
THE STUDENTS’ PERCEPTION OF SELF-DIRECTED DIALOGUE TOWARD THE STUDENTS’ SPEAKING ABILITY AT ISLAMIC BOARDING SCHOOL MA DARUL ULUM ATH-THAHIRIYAH PALADANG PINRANG Chindy; Aswinda Darwis; Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 1 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze students’ perceptions of the use of Self-Directed Dialogue (SDD) as a learning strategy to improve English speaking skills at MA Darul Ulum Ath-Thahiriyah Paladang Pinrang. The research employed a qualitative descriptive method involving five Grade X students as participants. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman framework. The findings revealed that Self-Directed Dialogue positively affected students’ speaking performance, particularly in fluency, pronunciation, and vocabulary mastery. The technique also helped learners develop confidence and self-awareness while practicing independently. However, some students noted difficulties such as the absence of real feedback and reduced motivation when practicing alone. Overall, students perceived SDD as an effective, engaging, and reflective strategy that supports autonomous speaking practice and enhances communicative competence.
THE USE OF DUOLINGO TO IMPROVE THE STUDENTS’ WRITING SKILLS AT THE EIGHT GRADE STUDENTS OF SMPN 1 LANRISANG KAB. PINRANG Wahyuni Ismail; Insani Nurchintyawati; Eka Purwanti
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 2 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate the effectiveness of the Duolingo application in improving students’ English writing skills at the eighth grade of SMPN 1 Lanrisang, Pinrang Regency. The research employed a quantitative approach with pre-test and post-test designs using SPSS version 26.0 for data analysis. Thirty-four students participated as the research sample. The results showed a significant improvement in students’ writing skills after using Duolingo as a learning medium. The mean score increased from 59.65 (pre-test) to 80.65 (post-test), and the proportion of students achieving the minimum competency standard (KKM) rose from 38.23% to 82.35%. The t-test result showed a significance value of 0.016 < 0.05, indicating that the use of Duolingo had a significant effect on improving students’ writing skills. The findings conclude that Duolingo is an effective technological tool to enhance English writing learning outcomes at the junior high school level.
Brain Mapping for Teaching Integrated Skills Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 2 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This literature review synthesizes recent empirical and theoretical work on brain mapping (including mind-mapping, concept-mapping, and other visual-mapping techniques) as pedagogical tools for teaching integrated language skills (listening, speaking, reading, writing, and vocabulary/grammar integration). The review brings together cognitive/neuroscience perspectives (brain-based learning and visualization), classroom-based experimental/quasi-experimental studies, and educational-technology research (digital mind-mapping and brain-based CALL). Findings indicate that mapping techniques enhance organization of ideas, memory encoding and retrieval, vocabulary acquisition, and pre-task planning for integrated productive skills — with positive effects on motivation and willingness to communicate — but effects vary by implementation (teacher scaffolding, digital vs. paper maps, task type, and learner proficiency). The paper identifies gaps: limited neuroimaging studies directly linking mapping tasks to neural activation during integrated-skills performance; uneven longitudinal evidence; and little research on transfer to spontaneous speaking. Practical classroom recommendations and an agenda for rigorous mixed-methods and neuroeducation studies conclude the review. Key implications: thoughtfully designed mapping activities (explicit modeling, collaborative mapping, and integration with task-based instruction) can be a cost-effective, brain-friendly strategy to teach integrated skills.
Digital Literacy in Islamic Higher Education English Programs: A Systematic Literature Review Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 3 No. 1 (2026): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Digital literacy has emerged as a fundamental competency within twenty-first-century educational frameworks, yet its integration into English programs at Islamic higher education institutions remains inadequately theorized and empirically examined. This systematic literature review synthesizes peer-reviewed scholarly publications from 2020 to 2026 to construct a comprehensive understanding of how digital literacy is conceptualized, implemented, and assessed within English language programs at Islamic universities. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this study analyzed twenty Scopus-indexed publications selected through rigorous inclusion and exclusion criteria. Thematic analysis identified five principal dimensions: (1) conceptual frameworks underpinning digital literacy in Islamic educational philosophy; (2) pedagogical integration strategies within English as a Foreign Language (EFL) curricula; (3) faculty competency and professional development trajectories; (4) student engagement and motivation patterns mediated by digital technologies; and (5) institutional policy frameworks governing digital transformation. Findings indicate that while awareness of digital literacy has grown considerably among Islamic higher education stakeholders, systematic implementation remains constrained by infrastructural disparities, theological-pedagogical tensions, and insufficient institutional support. The review further identifies critical gaps in longitudinal research and calls for culturally responsive frameworks that harmonize Islamic educational values with globally recognized digital competency standards
Co-Authors Aswinda Darwis Chindy EKA PURWANTI Wahyuni Ismail