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Group Discussion As a Technique for teaching speaking for the tenth grade students in MAN Pinrang EKA PURWANTI
Journal of Applied Linguistics Vol. 1 No. 2 (2022): January, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

Discussion is one of alternatives technique to help students to formulate their ideas and learn to communicate to the others. The group discussion could be a technique which might be worthy for students, because group discussion is a way where the students have opportunity to express their thinkings to discuss a certain subject, and share information. They can propose arguments, agreements, or disagreements to a topic, and they can also interchange their ideas, feelings, and experiences, and it gives students chances to speak. In this study is aimed to find out the effectiveness group discussion technique for teaching speaking for the tenth grade students in MAN Pinrang in Academic Year 2018/2019. This study was conducted at MAN Pinrang from July 17th, 2018 to August 7th, 2018. The population of this study was the whole tenth grade students which consist of 280 students, whereas the sample was 64 students which were chosen by random sampling technique. In collecting the data, the writer used oral test to measure the students speaking skill and it is administered twice, namely pre-test and post-test, then the data was analyzed by using SPSS. From the descriptive analysis, it was known that before the treatment the ability of both groups was relatively the same. The two group homogenous, before the treatment began because there was only a slight difference in result between the experimental group and control group. After receiving the different treatments, the result of the experimental group was better than of control group. Based on the statistical analysis, in can be seen that sig (2 tailed) 0,001 < 0,005 it means that there is a development after treated to the students’ speaking ability. From the result above, it can inferred that the group discussion as a technique for teaching speaking for the tenth grade students in MAN Pinrang in academic year 2018/2019 were effective. Key Words: group discussion, technique, students, speaking ability.

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

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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.

TEACHING GOOD CHARACTER IN A NARRATIVE TEXT THROUGH STORYTELLING Eka Purwanti
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 1 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This research paper entitled “Teaching Good Character in a Narrative Text through Storytelling” was aimed at discovering the teaching of good character of respect in a narrative text through storytelling and the students’ responses to the teaching of good character of respect in a narrative text through storytelling. The good character was respect and the story used in this research entitled “Gilbert the Goat Learns Respect” was produced by MyYoungChild.org in 2012. The eighth grade students became the participant of this research and to collect and identify the data, qualitative method was applied equipped with descriptive analysis with observation, questionnaire and document analysis as the instrument of the research. The result of the study showed that the teaching of good character of respect in a narrative text is taught through storytelling relatively faithful to the framework of Ellis and Brewster (1991) that have three steps namely pre-storytelling step, during storytelling step and after storytelling step. Some activities in each step also help the students in learning good character of respect. From this teaching, the students were able to make a reflection from the story and showed their behavior of being respectful through the reflection. For the responses, almost all of the students showed positive responses to the help of storytelling in teaching good character of respect in a narrative text through storytelling. This model of teaching is handy for teacher to teach good character of respect in a narrative through storytelling in more well-prepared method.

DESCRIPTIVE ANALYSIS OF INNOVATION IN LEARNING STRATEGIES AND METHODS WITHIN THE KURIKULUM MERDEKA FRAMEWORK IN THE ENGLISH LANGUAGE LEARNING PROCESS Eka Purwanti
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 2 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Learning strategies and methods are an inseparable whole. As professional teachers, they are required to master various learning strategies and methods in facing Industry 4.0. Furthermore, teachers will continue to develop innovative learning strategies and methods to address the challenges of the times, especially in the context of independent learning. This paper reviews models of innovative learning strategies and methods currently being developed in various literatures. This research is a literature review using descriptive analysis. This paper concludes that there are eight types of strategies that can be used by teachers, namely: Expository Learning Strategies (SPE), Inquiry Learning Strategies (SPI), Problem-Based Learning Strategies (SPBM), Learning Strategies to Improve Thinking Skills (SPPKB), Cooperative Learning Strategies (SPK), Contextual Learning Strategies (CTL), Affective Learning Strategies, and Computer-Based and Electronic Learning Strategies (E-Learning). In addition, there are 14 (fourteen) learning methods, namely: lecture method, question and answer method, discussion method, demonstration and experiment method, simulation method, recitation method, Drill practice method, Peer Teaching Method, problem solving method, team teaching method, field trip method, project method, section method and global method.

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.

Developing Teacher Creativity in Effective English Language Teaching Eka Purwanti
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 2 No. 2 (2025): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Teacher creativity in teaching is an ability that teachers must always develop in teaching English in the classroom by choosing material or subject matter and being able to create an interesting and positive learning climate by modifying learning. Creativity in learning is very important to develop students' creative spirit so teachers need to demonstrate and show a process in learning. One alternative that schools can do is created effective, efficient and creative learning. This research aims to determine the development of teacher creativity in improving creative learning. This research uses qualitative descriptive method with the subjects of this research being; school participants, teachers, and students. The results of this research show that creative teachers are those who are able to develop pedagogical abilities and life skill, improve and build their values and their profession. All of this can be obtained in the development of Creative Learning that can be created pedagogically and professionally in this era.

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.

Implementation of Formative and Summative Assessments In English Learning in The Kurikulum Merdeka EKA PURWANTI
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 3 No. 1 (2026): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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This study aims to understand the application of formative and summative assessments in the learning process. The method used was a library study, with data sources drawn from literature reviews related to assessment in education. The results indicate that formative assessments are conducted during the learning process to integrate, refine, and disseminate student development, while summative assessments are conducted at the end of the learning process to assess overall learning outcomes. These two types of assessments have complementary functions in enhancing mutual learning. Developing appropriate assessment techniques is crucial for teachers to accurately assess and continuously improve the learning process, resulting in effective learning oriented toward student competency achievement.

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