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The Correlation between Emotional Intelligence and English Achievement of the 2015/2016 Fifth Semester English Literature Students of UIN Alauddin Makassar of UIN Aswinda Darwis
Journal of Applied Linguistics Vol. 1 No. 2 (2022): January, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

This research is intended to find out whether or not there is a significant correlation between emotional intelligence and English achievement of the fifth semester students of English literature department of UIN Alauddin Makassar and to explore how the high, moderate, and low achiever students learn and engage in English. In conducting the research, the researcher used mixed method in which both quantitative and qualitative approach were applied. Emotional intelligence questionnaire by Goleman was administered to 33 students and their scores were correlated to their English achievement (GPA) by using Pearson correlation coefficient. Observation and interview were carried out to get more detailed information about how the high, moderate, and low achiever students learn and engage in English. The result revealed that there was significant correlation between emotional intelligence and English achievement of both the high and moderate achiever of the fifth semester students of English literature department of UIN Alauddin Makassar. While for the low achievers there was not significant correlation. In addition, the high, moderate, and low achiever students were different in learning and engaging in English. Key Words : Correlational Research, Emotional Intelligence, English Achievement

The Grammatical Interference of Indonesian Students in Learning English Aswinda Darwis
Journal of Applied Linguistics Vol. 3 No. 1 (2023): July, 2023
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v3i1.139

Interference is one of many factors that can damage a language system. It frequently happens in langauge learning process. The interference happened due to the tendency to adapt the feature of one language to another without considering the similarities and differences between the languages. Language interference can take part either in phonological, lexical, or grammatical aspects. The current paper aims to reveal the most frequent grammatical interference made by the students in learning English. To get broader insight, the library research is carried out. It relies on other articles under the same concers of students’ grammatical interference in learning English as the main objective. Six researches were taken to be referred as the primary sources which were published within the last 5 years. The results of each study were explored to get more comprehension for the inquiries of this paper. Based on the analysis, the results showed that the students’ grammatical interference in learning English were made in the form of morphological and syntactical structure. The most frequent syntactical interference deals with word order. While the morphological interference was dominated by the use of tense, be form, subject-verb agreement, singular and plural form. Keywords : Grammatical Interference, Indonesian, English Learning

PELATIHAN SITASI MELALUI APLIKASI MENDELAY UNTUK MENINGKATKAN KOMPETENSI MENULIS MAHASISWA STAI DDI PINRANG Desy Arum Sunarta; Aswinda Darwis
Azam Insan Cendikia Vol. 3 No. 1 (2024): Jurmas Azam Insan Cendikia
Publisher : Yayasan Azam Insan Cendikia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62833/pkm.v3i1.109

Mendeley adalah aplikasi yang membantu kamu dalam penyisipan, penulisan, dan pemformatan sitase atau citation. Pelatihan penggunaan aplikasi Mendeley dimaksudkan sebagai instrument dalam sitasi serta referensi untuk pembuatan karya ilmiah. Oleh karena itu, pelatihan penggunaan Mendeley penting untuk dilakukan sebagai upaya untuk membantu mahasiswa dalam mengelola referensi serta mematuhi penerapan aturan akademik kampus masing-masing. Sehingga tujuan dari pengabdian kepada masyarakat yaitu untuk memberikan pelatihan kepada mahasiswa tentang pelatihan aplikasi Mendeley sebagai instrumen citation dan reference managerpada penulisan karya ilmiah. Tahapan penyampaian materi dilakukan dengan cara presentasi menggunakan powerpoint, setelah itu Tim PkM menjelaskan dan menunjukkan langkah-langkah menginstall dan menggunakan aplikasi mendeley dalam Ms.Word. Setelah itu dilakukan bimbingan latihan/praktek, dimana sebelum dimulainya kegiatan peserta telah diberikan informasi terlebih dulu untuk mengikuti kegiatan agar dapat langsung mempraktekkannya di laptop masing-masing. Kegiatan PkM untuk memberikan pelatihan secara online tentang penggunaan aplikasi mendeley untuk melakukan sitasi bagi mahasiswa dalam pembuatan karya ilmiah dapat terselenggara dengan baik dan sesuai rencana. Meskipun pelaksanaannya dilaksanakan dalam waktu yang terbatas akan tetapi kegiatan ini memberikan hasil yang nyata melalui makalah-makalah yang telah dibuat untuk bahan evaluasi.

The Students’ Perception towards TikTok as a Tool to Improve Speaking Abilities in EFL Context Aswinda Darwis
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

Since technology is developing so quickly these days, everything is reliant on it, which has an impact on all domains of live including education. TikTok is a popular educational media platform that many students use to learn English. Information regarding the efficacy and inefficacy of TikTok as an English language learning platform for EFL is provided in this article. Finding out how students perceive about utilizing TikTok as a learning tool to enhance their speaking abilities in EFL is the goal of this article. A qualitative approach with a narrative inquiry design is used in this study. Data was collected using semi-interview form. Five students from the Islamic College of DDI Pinrang were chosen to be participants. The result of this study showed both positive and negative perception of students towards using TikTok as a tool or medium for learning English, For positive perception, students generally perceive TikTok as an useful tool for improving their speaking abiliy, they find themselves enjoyable, motivated, convenient, and accessible. However, by using TikTok in learning English can also be distracting since some of the contents may not be suitable for a classroom setting. Moreover, some students spend too much time on the application. Therefore, to maximize the benefits of TikTok for learning English, students need to be self-disciplined and manage their time effectively.

Students' Perception towards English Club in Enhancing Their Speaking Ability Aswinda Darwis
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 2 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This study investigates students' perceptions of the role of English clubs in enhancing their speaking abilities. As part of extracurricular activities, English clubs offer students a platform to practice and improve their spoken English outside the formal classroom setting. The research was conducted with a group of vocational high school students who actively participated in an English club for a semester. Data were collected through questionnaires and interviews, focusing on students' views about the effectiveness of the club in developing their speaking skills. The findings reveal that most students perceive the English club as a valuable resource for improving their fluency, vocabulary, and confidence in speaking. Moreover, students reported that the informal, supportive environment of the club encouraged them to engage in conversations, take risks, and overcome language barriers. However, some students noted challenges such as limited time and resources, suggesting that further improvements in club activities could enhance its impact. The study concludes that English clubs can play a significant role in fostering language development, but careful planning and support are necessary to maximize their effectiveness in enhancing speaking skills.

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

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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 Analysis of English Teacher Talk in Classroom Interaction at STAI DDI Pinrang Aswinda Darwis
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 1 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This study aims to analyze the types and functions of English teacher talk in classroom interaction at STAI DDI Pinrang, focusing on third-semester English students. The research employed a descriptive qualitative design to explore natural communication patterns between lecturer and students in the English classroom. Data were obtained through observation, interview, and documentation. The results show that the lecturer employed various forms of talk such as asking questions, giving directions, praising or encouraging, and correcting without rejection. These patterns of teacher talk promoted student engagement and facilitated interactive learning. The lecturer also used code-switching between English and Indonesian to ensure comprehension and maintain classroom rapport. The findings highlight that teacher talk plays a crucial role in building a communicative and supportive learning environment, particularly in higher education contexts.

An Analysis on the English Teachers’ Strategies in Teaching Reading Comprehension at SMA Negeri 9 Pinrang A. Nur Hafifah; Eka Purwanti; Aswinda Darwis
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 2 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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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.

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH NARRATIVE TEXT FOR TENTH GRADE STUDENTS AT SMK NEGERI 4 PINRANG Iwan Irwan Bin Baharuddin; Eka Purwanti; Aswinda Darwis
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 2 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This research aimed to determine whether the use of narrative text can improve the vocabulary mastery of the tenth-grade students at SMK Negeri 4 Pinrang. The study applied a pre-experimental design using one group pre-test and post-test model. The population was all tenth-grade students in the 2024/2025 academic year, with a sample of 25 students selected by purposive sampling. The research instrument was a vocabulary test consisting of multiple-choice questions. The findings showed that the students’ mean pre-test score was 25.58 (very poor) and the mean post-test score was 83.71 (good). This indicates a significant improvement in students’ vocabulary mastery after being taught using narrative text. The paired sample t-test also confirmed a statistically significant difference between the two means (p < 0.05). Therefore, narrative text is effective in improving students’ vocabulary achievement in English learning.

Environmental Support and English Language Learning in Boarding Schools: A Systematic Literature Review Aswinda Darwis
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 3 No. 1 (2026): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Environmental support has gained increasing attention in English language learning because language acquisition is influenced by both instructional processes and the broader learning environment. This study aims to examine how environmental support contributes to English language learning in boarding school contexts and to identify the key factors that facilitate language development. This study employed a systematic literature review to synthesize findings from scholarly publications related to environmental support, English language learning, and boarding school education. The selected studies were reviewed based on thematic relevance, methodological rigor, contextual appropriateness, and diversity of perspectives. Data were analyzed through thematic synthesis to identify recurring patterns and relationships. The findings reveal that environmental support functions as a multidimensional system influencing language learning outcomes. Social support through peer interaction and collaborative learning promotes authentic communication and confidence. Academic support, including student-centered instruction and teacher guidance, enhances language proficiency and learner autonomy. Institutional and infrastructural support, such as language-rich environments and technology-enhanced resources, increases engagement and opportunities for language practice. Emotional and motivational factors, including self-efficacy, enjoyment, and reduced anxiety, further strengthen sustained participation in learning. The study concludes that effective English language learning in boarding schools depends on the integration of social, academic, emotional, and institutional support. These findings provide practical insights for designing sustainable language-learning environments and inform future research on environmental support in educational settings.

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