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All Journal Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Miftahul Jannah
STAI DDI Pinrang

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Students’ Speaking Ability in English in Senior High School 1 Pinrang Miftahul Jannah
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 1 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This study aimed to describe the speaking ability of students at SMA Negeri 1 Pinrang. It is categorized as descriptive research because it focuses on illustrating the students' condition, particularly regarding the challenges they face in speaking English in the classroom. The data collected were quantitative in nature, and the results show that the students' speaking proficiency is generally average, with scores ranging from 41 to 60. This reflects a reasonably commendable performance, although students still face some difficulties in speaking English effectively.
The Level of Students’ Self-Confidence in Speaking English at SMA Negeri 1 Pinrang Miftahul Jannah
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 2 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Self-confidence is widely recognized as one of the strongest affective predictors of success in foreign language learning, especially in speaking performance. This study aims to identify the level of students’ self-confidence in speaking English at SMA Negeri 1 Pinrang, South Sulawesi, Indonesia, and to analyze the factors influencing it. Employing a quantitative descriptive design, data were collected from 30 second-grade students using a Speaking Confidence Scale adapted from the Foreign Language Self-Confidence Framework (Clément, 1980; Yashima, 2002). Findings show that most students exhibited moderate to high levels of speaking confidence (M = 80.3, SD = 7.5). Students reported higher confidence in prepared speaking tasks than in spontaneous ones. The main factors enhancing their confidence were teacher encouragement, peer support, and familiarity with vocabulary and topics. Conversely, low linguistic proficiency and fear of error correction occasionally lowered self-assurance. The study concludes that enhancing students’ confidence requires consistent positive reinforcement, communicative teaching strategies, and safe learning environments
The Level of Students’ Anxiety in Speaking English at SMA Negeri 1 Pinrang Miftahul Jannah
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 1 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Speaking anxiety remains one of the most pervasive affective variables influencing the performance of English as a Foreign Language (EFL) learners. This study examines the level and dimensions of speaking anxiety among second-grade students at SMA Negeri 1 Pinrang, South Sulawesi, Indonesia. A quantitative descriptive design was employed, utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986). Thirty students participated voluntarily in the study. The findings indicate that 60% of participants experienced moderate to high levels of anxiety (M = 116.4, SD = 9.2), predominantly characterized by fear of negative evaluation and communication apprehension. Factors contributing to these levels include linguistic limitations, peer pressure, and teachers’ corrective feedback styles. The study suggests the importance of fostering supportive classroom environments, implementing communicative learning strategies, and emphasizing fluency to reduce students’ anxiety. Pedagogical implications are discussed in relation to the Affective Filter Hypothesis and Control-Value Theory of Achievement Emotions, providing insights for English educators to cultivate emotionally safe and encouraging learning atmospheres
The Role of Gamification in Enhancing English Language Proficiency Among Non-Native Speakers Miftahul Jannah
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 2 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This study explores the integration of gamification strategies in English language education to improve proficiency among non-native speakers. Through a mixed-methods approach involving 150 participants in a controlled experiment, we assess the effectiveness of gamified learning modules compared to traditional methods. Results indicate significant improvements in vocabulary retention and speaking skills, with participants reporting higher engagement levels. The findings suggest that gamification can bridge motivational gaps in language learning, offering practical implications for educators and curriculum developers. This research contributes to the evolving field of educational technology by providing empirical evidence on gamification's applicability in language acquisition contexts.
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