Mappakalebbi' : Jurnal Tadris Bahasa Inggris
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. Template Jurnal Mappakalebbi'
Environmental Support and English Language Learning in Boarding Schools: A Systematic Literature Review
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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Digital Literacy in Islamic Higher Education English Programs: A Systematic Literature Review
Digital literacy has emerged as a fundamental competency within twenty-first-century educational frameworks, yet its integration into English programs at Islamic higher education institutions remains inadequately theorized and empirically examined. This systematic literature review synthesizes peer-reviewed scholarly publications from 2020 to 2026 to construct a comprehensive understanding of how digital literacy is conceptualized, implemented, and assessed within English language programs at Islamic universities. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, this study analyzed twenty Scopus-indexed publications selected through rigorous inclusion and exclusion criteria. Thematic analysis identified five principal dimensions: (1) conceptual frameworks underpinning digital literacy in Islamic educational philosophy; (2) pedagogical integration strategies within English as a Foreign Language (EFL) curricula; (3) faculty competency and professional development trajectories; (4) student engagement and motivation patterns mediated by digital technologies; and (5) institutional policy frameworks governing digital transformation. Findings indicate that while awareness of digital literacy has grown considerably among Islamic higher education stakeholders, systematic implementation remains constrained by infrastructural disparities, theological-pedagogical tensions, and insufficient institutional support. The review further identifies critical gaps in longitudinal research and calls for culturally responsive frameworks that harmonize Islamic educational values with globally recognized digital competency standards
Implementation of Formative and Summative Assessments In English Learning in The Kurikulum Merdeka
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.
Curriculum, Formative Assessment and Sumative Asssessment
The Role of Gamification in Enhancing English Language Proficiency Among Non-Native Speakers
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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IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH NARRATIVE TEXT FOR TENTH GRADE STUDENTS AT SMK NEGERI 4 PINRANG
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.
Developing Teacher Creativity in Effective English Language Teaching
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.
An Analysis on the English Teachers’ Strategies in Teaching Reading Comprehension at SMA Negeri 9 Pinrang
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.
Brain Mapping for Teaching Integrated Skills
DESCRIPTIVE ANALYSIS OF INNOVATION IN LEARNING STRATEGIES AND METHODS WITHIN THE KURIKULUM MERDEKA FRAMEWORK IN THE ENGLISH LANGUAGE LEARNING PROCESS
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.
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TEACHING GOOD CHARACTER IN A NARRATIVE TEXT THROUGH STORYTELLING
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.
The Analysis of English Teacher Talk in Classroom Interaction at STAI DDI Pinrang
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.
THE USE OF DUOLINGO TO IMPROVE THE STUDENTS’ WRITING SKILLS AT THE EIGHT GRADE STUDENTS OF SMPN 1 LANRISANG KAB. PINRANG
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 Level of Students’ Anxiety in Speaking English at SMA Negeri 1 Pinrang
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 STUDENTS’ PERCEPTION OF SELF-DIRECTED DIALOGUE TOWARD THE STUDENTS’ SPEAKING ABILITY AT ISLAMIC BOARDING SCHOOL MA DARUL ULUM ATH-THAHIRIYAH PALADANG PINRANG
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.
Competitive activities that work in learning English
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)
Information-Gap Spoken Activities In English Classrooms
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)
Students' Perception towards English Club in Enhancing Their Speaking Ability
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 Level of Students’ Self-Confidence in Speaking English at SMA Negeri 1 Pinrang
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 Students’ Perception towards TikTok as a Tool to Improve Speaking Abilities in EFL Context
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.
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Students’ Speaking Ability in English in Senior High School 1 Pinrang
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.
STORYTELLING AS A WAY OF TEACHING GOOD CHARACTER IN A NARRATIVE TEXT
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.
good character; respect; narrative text; storytelling
Semantic Features Analysis as Strategy in Learning English Vocabulary
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.
The Level of Male and Female Students on Situation-Specific Anxiety in EFL Speaking Class
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.