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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 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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Abstract

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 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.
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.
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.
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

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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.
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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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.
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
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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.  
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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Abstract

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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