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Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Published by STAI DDI Pinrang
ISSN : 31239420     EISSN : 31239420     DOI : -
Core Subject :
Mappakalebbi: Jurnal Tadris Bahasa Inggris adalah jurnal ilmiah yang diterbitkan oleh STAI DDI Pinrang yang berfokus pada penelitian dan kajian ilmiah di bidang pengajaran, pembelajaran, dan pengembangan Bahasa Inggris. Jurnal ini bertujuan untuk menjadi wadah publikasi bagi akademisi, peneliti, dan praktisi pendidikan dalam berbagi wawasan, teori, serta hasil penelitian yang berkontribusi pada perkembangan Tadris Bahasa Inggris. Jurnal ini menerima artikel dalam bidang: Pengajaran Bahasa Inggris (English Language Teaching - ELT) dalam berbagai jenjang pendidikan Pengembangan Kurikulum dan Metode Pengajaran Bahasa Inggris Inovasi dalam Teknologi dan Media Pembelajaran Bahasa Inggris Penerapan Pendidikan Berbasis AI dalam Pembelajaran Bahasa Inggris Evaluasi dan Asesmen dalam Pengajaran Bahasa Inggris Sosiolinguistik dan Psikolinguistik dalam Pembelajaran Bahasa Inggris Strategi Pembelajaran Bahasa Inggris untuk Penutur Asing dan Lokal Jurnal ini diterbitkan secara berkala dan mengundang kontribusi dari akademisi, peneliti, dan praktisi yang tertarik dalam bidang Tadris Bahasa Inggris. Semua artikel yang dikirimkan akan melalui proses double-blind peer review untuk menjamin kualitas dan kontribusi ilmiah yang tinggi.
Arjuna Subject : -
Articles 23 Documents
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The Level of Male and Female Students on Situation-Specific Anxiety in EFL Speaking Class Indah Viqrianti
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 1 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Abstract

Situation-specific anxiety has an attenuate effect toward students’ speaking in EFL classroom. This study investigates the situation-specific anxiety level of male and female students. The researcher conducted this study at SMAN 6 Pinrang, in academic year of 2019/2020. There were 32 eleventh grade students as the subjects of this study, consisted of 11 male and 21 female students selected by using cluster sampling and the data were analyzed by using SPSS version 22. The result showed that situation-specific anxiety levels of male and female students are varied (low, moderate, and high). Most of male students had low anxiety level; most of female students had moderate anxiety level. In addition, there was no statistically significant difference found regard to students’ gender and their level of anxiety. The finding of this study can be a reflection for the teacher in treating the students with anxiety based on their level.
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

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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.
STORYTELLING AS A WAY OF TEACHING GOOD CHARACTER IN A NARRATIVE TEXT Eka Purwanti
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 1 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
Publisher : STAI DDI Pinrang

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Finding out how to teach respectable character in a narrative text through storytelling and the students' reactions to this approach were the main goals of this research paper, "Teaching Good Character in a Narrative Text through Storytelling." Respect was the virtue, and the tale "Gilbert the Goat Learns Respect," which served as the basis for this study, was created in 2012 by MyYoungChild.org. The eighth grade students participated in this study, and the qualitative approach was used together with descriptive analysis, observation, questionnaires, and document analysis as the research instrument to gather and identify the data. The study's findings demonstrated that teaching respect and good character through storytelling is a fairly faithful application of Ellis and Brewster's (1991) three-step paradigm. The pre-storytelling, during, and post-storytelling phases are where the three steps are located. A few of the tasks in each level also assist the students in developing respectable moral character. Through this instruction, the students were able to think on the tale and demonstrate their respectful behavior in that reflection. Nearly all of the students who responded to the use of storytelling in teaching respect and good character in a narrative text did so in a favorable way. Teachers can teach respect and excellent character through storytelling in a more prepared way by using this teaching strategy.
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 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

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Abstract

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.
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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Abstract

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
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
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Abstract

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.
Information-Gap Spoken Activities In English Classrooms Insani Nurchintyawati
Mappakalebbi' : Jurnal Tadris Bahasa Inggris Vol. 1 No. 2 (2024): Mappakalebbi' : Jurnal Tadris Bahasa Inggris
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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

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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
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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.

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