Macca: Journal of Linguistic Applied Research

The Effectiveness Of English Storytelling In Promoting Reading Habits Among Senior High School Students At MA Al Urwatul Wutsqaa Benteng

Abdul Haris Gani — 2026-08-13

Reading habits are essential for developing literacy, vocabulary, comprehension, and independent learning, yet many senior high school students still show limited motivation and interest in reading English texts. This study investigated the effectiveness of English storytelling in promoting students' reading habits at MA Al Urwatul Wutsqaa Benteng. A quantitative quasi-experimental approach with a non-equivalent control group design was employed. Thirty eleventh-grade students were selected through purposive sampling and divided equally into an experimental class and a control class. Students' reading habits were measured using a 20-item Reading Habit Questionnaire covering reading frequency, motivation, interest, engagement, and reading pleasure. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, paired sample t-tests, and an independent sample t-test with PSPP. The experimental class mean increased from 68.73 in the pre-test to 85.40 in the post-test, while the control class mean decreased slightly from 62.80 to 61.80. The paired sample t-test for the experimental class produced p = 0.000, whereas the control class showed no significant change. The independent sample t-test also showed a significant post-test difference (t = 10.41, df = 28, p = 0.000), with a mean difference of 23.60. These findings indicate that English storytelling is effective in promoting stronger reading habits among senior high school EFL students

The Influence of Desk-Mate Interaction Activities on Students' Behavioral Engagement in English Speaking Activities at MTs YMPI Rappang

Hasseyfan Dzulfie — 2026-08-18

Active participation is essential in English speaking instruction because students need repeated opportunities to use the target language, respond to others, and persist in communicative tasks. This study investigated the influence of structured desk-mate interaction activities on the behavioral engagement of eighth-grade students at MTs YMPI Rappang. A quantitative pre-experimental approach with a one-group pre-test and post-test design was employed. The participants were 20 eighth-grade students selected through total sampling. Behavioral engagement was measured using a 10-item five-point Likert questionnaire covering active participation, cooperation, attention, responsiveness, and persistence. The treatment was conducted in one classroom meeting through dialogue practice, pair discussion, question-and-answer activities, and a cooperative speaking task on daily activities. Data were analyzed using descriptive statistics and a paired-samples t-test. The mean score increased from 41.10 in the pre-test to 42.05 in the post-test, a descriptive gain of 0.95 points, while the standard deviation decreased from 6.223 to 3.734. Nevertheless, the paired-samples t-test yielded t = -0.959, df = 19, and p = 0.350, which was higher than 0.05. Thus, the null hypothesis was retained. The findings indicate a positive descriptive tendency, but the short desk-mate interaction treatment did not produce a statistically significant improvement in students' behavioral engagement. Longer and repeated implementation, potentially combined with other collaborative speaking strategies, is recommended for further investigation.

THE EFFECT OF FUN-BASED LEARNING USING KAHOOT ON STUDENTS' VOCABULARY MASTERY AT SMP NEGERI 3 BARANTI

Nurul Istiqamah — 2026-08-21

This study examined the effect of Fun-Based Learning using Kahoot on students' vocabulary mastery at SMP Negeri 3 Baranti. The study employed a quantitative approach with a quasi-experimental non-equivalent control group design. The population consisted of 41 ninth-grade students, with 19 students in the experimental class (IX.1) and 22 students in the control class (IX.2). The experimental group received vocabulary instruction through Fun-Based Learning integrated with Kahoot, while the control group received conventional teaching methods. Data were collected through pre-tests and post-tests and analyzed using descriptive statistics, an independent samples t-test, assumption tests, and Analysis of Covariance (ANCOVA). The experimental class improved from a mean of 46.42 to 70.84, while the control class increased from 31.55 to 41.27. ANCOVA revealed a significant effect of class on post-test scores after controlling for pre-test scores, F(1, 38) = 51.105, p < .001, with a partial eta squared of .574. The estimated marginal means were 62.966 for the experimental class and 48.075 for the control class. The pairwise comparison showed a mean difference of 14.891 points (p < .001). Thus, Fun-Based Learning using Kahoot had a statistically significant effect on students' vocabulary mastery.

An Investigation of the Relationship Between Vocabulary Mastery and Speaking Competence of Students at SMP Negeri 1 Pancarijang

Putri Chaerunnisa — 2026-09-07

This study investigated the relationship between vocabulary mastery and speaking competence among students at SMP Negeri 1 Pancarijang. A quantitative correlational design was employed with 19 students of class VIII Java Script as the sample. Data were collected through a 30-item multiple-choice vocabulary test and an oral speaking test assessed in terms of fluency, pronunciation, vocabulary, comprehensibility, and accuracy. Descriptive statistics, the Shapiro-Wilk test, Pearson's product-moment correlation, Spearman's rank correlation, and a linear model summary were calculated using IBM SPSS Statistics. The students obtained a mean vocabulary score of 87.19 (SD = 10.50) and a mean speaking score of 70.95 (SD = 4.39). Pearson's analysis indicated a strong positive and statistically significant relationship (r = .736, p < .001). Because speaking scores did not meet the normality criterion, Spearman's rho was also computed and confirmed a positive significant association (rho = .597, p = .007). The coefficient of determination was R-squared = .542, indicating substantial shared variation within the sample without establishing causality. The findings show that students with stronger vocabulary mastery tended to demonstrate better speaking competence. Teachers are therefore encouraged to integrate contextual vocabulary development with meaningful speaking activities while continuing to address pronunciation, grammar, fluency, confidence, and practice.

The Implementation of the Lecture Method in Poetry Writing Instruction: An Analysis of Student Engagement and Interaction among Eighth-Grade Students at UPT SMP Negeri 4 Baranti

Idayanti Syahlan — 2026-08-18

Poetry writing is a productive language skill that requires students not only to understand concepts such as diction, rhyme, imagery, and figurative language, but also to participate actively in generating and revising ideas. This study describes the application of the lecture method and analyzes student engagement and classroom interaction in poetry-writing instruction in Grade VIII.I at UPT SMP Negeri 4 Baranti. A descriptive qualitative approach was used. The empirical data were drawn from direct classroom observation, field notes, and documentation of the teaching and learning process. The findings show that instruction was predominantly teacher-centered: the teacher explained the material from the front of the classroom, used the board to support explanations, and provided examples and steps for creating poems, while students mostly listened and occasionally took notes. The lecture method was useful for delivering basic concepts efficiently, organizing explanations, and maintaining classroom control. However, student participation remained limited, opportunities for direct writing practice were insufficient, and peer interaction was almost absent. Engagement increased slightly when students were allowed to choose ideas for their poems. The teaching module attached to the classroom documentation actually planned Project-Based Learning, discussion, writing workshops, differentiated activities, and performance tasks, indicating a gap between the intended interactive design and the observed implementation. The study concludes that the lecture method is more appropriate as an initial instructional scaffold and should be combined with guided writing practice, discussion, idea sharing, peer feedback, and writing workshops to strengthen students' activity, creativity, and interaction in poetry learning.

Investigating Teachers’ Reasons for Employing Code-Switching in EFL Classrooms at MA Al Urwatul Wutsqaa

Ahmad Rifaldi — 2026-08-18

Code-switching is a common feature of English as a Foreign Language (EFL) classrooms in which teachers and students share a first language and learners have different levels of English proficiency. This study investigated teachers’ pedagogical and non-pedagogical reasons for employing code-switching in EFL classrooms at MA Al Urwatul Wutsqaa, Benteng, Sidenreng Rappang. A descriptive qualitative design was used with two English teachers selected through purposive sampling. Data were obtained through classroom observation, an observation sheet, audio recording, and semi-structured interviews. Observation data were classified using Poplack’s typology of inter-sentential, intra-sentential, and tag switching, while interview data were analyzed thematically to identify pedagogical and non-pedagogical reasons based on Hoffman’s framework. The findings show that both teachers used all three forms of code-switching across explanation, instruction, feedback, classroom management, comprehension checking, and informal interaction. Pedagogically, switching to Indonesian helped clarify difficult concepts, introduce unfamiliar vocabulary, explain grammar, give clear directions, check understanding, accommodate differences in proficiency, and sustain students’ participation. Non-pedagogically, it helped teachers build rapport, create a relaxed classroom atmosphere, reduce anxiety, and make interaction more natural. Both teachers nevertheless emphasized that English should remain the principal language of instruction. The study concludes that code-switching is most useful when it is purposeful, limited to situations in which additional support is needed, and balanced with sufficient English exposure.

Teachers and Students’ Perceptions of Smartphone Use in EFL Classes at SMAN 2 Sidrap

Ninda Amalia Azizah — 2026-08-30

This study investigated students’ and teachers’ perceptions of smartphone use in English as a Foreign Language (EFL) classes at SMAN 2 Sidrap. A descriptive qualitative design was employed. Data were collected through semi-structured interviews with 15 eleventh-grade students and three English teachers, complemented by classroom observations. Student interview questions addressed smartphone policy, applications and features used for learning, understanding of materials, motivation and achievement, self-regulation, multitasking and comprehension, as well as distractions and teacher strategies. Teacher interviews focused on policy, supervision, behavioral changes, self-control, and curriculum effectiveness. Data were analyzed thematically using NVivo 12 Pro. The findings revealed that students generally held positive perceptions of smartphone use. Smartphones supported access to information, the use of learning applications and features (Google, Google Translate, YouTube, ChatGPT, Gemini, and digital dictionaries), comprehension of difficult materials, and increased motivation and engagement. However, distractions from social media, games, notifications, and unrelated activities remained a challenge. Students’ self-regulation varied, and multitasking often reduced concentration and understanding. From the teachers’ perspectives, smartphones could support learning when guided by clear policies and appropriate supervision. Teachers observed behavioral changes and varying levels of student self-control and considered smartphone use beneficial for curriculum effectiveness when aligned with learning objectives. The study concludes that smartphones have the potential to enhance EFL learning, motivation, comprehension, and achievement, yet their effectiveness depends on students’ self-regulation, teachers’ monitoring, and the alignment of device use with pedagogical goals.

PEMBERDAYAAN PEDAGANG MELALUI EDUKASI DAN PENDAMPINGAN PENGELOLAAN SAMPAH DI PASAR SENTRAL RAPPANG

Muhammad Arisal Asad — 2026-08-15

Permasalahan pengelolaan sampah di Pasar Sentral Rappang masih ditandai oleh rendahnya kesadaran pedagang dalam menjaga kebersihan, kebiasaan membuang sampah sembarangan, serta kurangnya pemahaman mengenai pemilahan dan penanganan sampah. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan pengetahuan, kesadaran, dan partisipasi pedagang dalam mewujudkan pengelolaan sampah yang bertanggung jawab dan berkelanjutan. Kegiatan dilaksanakan di Pasar Sentral Rappang, Kabupaten Sidenreng Rappang, dengan melibatkan pedagang sebagai kelompok sasaran. Metode pelaksanaan terdiri atas identifikasi permasalahan, sosialisasi, edukasi mengenai jenis dan dampak sampah, praktik pemilahan sampah organik dan anorganik, pendampingan penerapan pengelolaan sampah, serta evaluasi kegiatan. Materi disampaikan melalui ceramah interaktif, diskusi, demonstrasi, dan praktik langsung agar mudah dipahami serta diterapkan dalam aktivitas perdagangan sehari-hari. Hasil kegiatan menunjukkan adanya peningkatan pemahaman pedagang mengenai pentingnya menjaga kebersihan lingkungan pasar, membuang sampah pada tempat yang telah disediakan, dan memisahkan sampah berdasarkan jenisnya. Kegiatan pendampingan juga mendorong tumbuhnya tanggung jawab bersama dan partisipasi pedagang dalam menciptakan lingkungan pasar yang lebih bersih, sehat, dan nyaman. Meskipun demikian, keberlanjutan program masih membutuhkan pendampingan berkala, ketersediaan sarana persampahan yang memadai, serta koordinasi antara pedagang, pengelola pasar, dan Dinas Lingkungan Hidup. Dengan demikian, edukasi dan pendampingan dapat menjadi pendekatan yang efektif untuk membangun kesadaran serta memperkuat keterlibatan pedagang dalam pengelolaan sampah di Pasar Sentral Rappang.

ANALYSIS OF RHETORICAL SPEAKING ABILITY OF STUDENTS AT SMK MUHAMMADIYAH RAPPANG

Jusrianto Jala — 2026-08-18

Rhetorical speaking is an important competence for vocational high school students because it supports the ability to convey ideas systematically, logically, persuasively, and communicatively in classroom and professional-oriented communication. This study aims to describe the rhetorical speaking ability of students at SMK Muhammadiyah Rappang. The study employed a qualitative descriptive approach. The research subjects were 20 students selected purposively after participating in classroom presentation activities. Data were collected through observation, semi-structured interviews, and documentation. The assessment covered mastery of material, organization of delivery, use of Indonesian, articulation, intonation, eye contact, expression and gestures, ethos, pathos, logos, and the ability to answer questions. Data were analyzed through data reduction, data display, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings indicate that students' rhetorical speaking ability is generally in the good category. Stronger aspects include mastery of material, organization, language use, articulation, eye contact, ethos, logos, and responding to questions. Intonation, expression and gestures, and pathos were categorized as adequate and still require strengthening. The main challenges were nervousness, monotonous intonation, limited body-language variation, and arguments that were not always supported by relevant evidence. Continuous practice through presentations, discussions, debates, simulations, and structured feedback is therefore recommended to improve students' rhetorical speaking competence.

EXPLORING STUDENTS' READING STRATEGIES IN COMPREHENDING NARRATIVE TEXT: A CASE STUDY AT SMPN 4 BARANTI

Muhammad Faizal — 2026-08-21

Reading comprehension is a crucial aspect of English learning, yet many students still experience difficulties in understanding narrative texts due to unfamiliar vocabulary, complex sentences, and limited use of appropriate reading strategies. This study aimed to explore the reading strategies used by Grade VIII students in comprehending narrative texts at SMPN 4 Baranti and to describe how those strategies were applied during the reading process. The study employed a qualitative case study approach involving 10 Grade VIII students as research informants. Data were collected through classroom observation and semi-structured interviews, and analyzed using data reduction, data display, and conclusion drawing. The findings revealed that students employed cognitive, metacognitive, and social strategies. Cognitive strategies included reading the title, predicting story content, identifying the main idea, guessing meaning from context, rereading difficult parts, and summarizing the text. Metacognitive strategies were reflected in students' preparation before reading and awareness of comprehension difficulties. Social strategies were demonstrated through asking teachers and discussing texts with peers. Overall, the use of various reading strategies helped students overcome reading difficulties and supported their comprehension of narrative texts.

Cross-Cultural Communication Challenges among English Department Interns of Universitas Muhammadiyah Sidenreng Rappang in Taiwanese Hotels

Jumriana — 2026-09-02

This study investigated the cross-cultural communication challenges experienced by English Department interns of Universitas Muhammadiyah Sidenreng Rappang during their internship programs in Taiwanese hotels and the strategies they employed to overcome those challenges. A descriptive qualitative design was used. Data were collected through in-depth interviews with five English Department students who had completed or were undertaking internships in Taiwanese hotels, supported by documentation. Data were analyzed thematically with the assistance of NVivo software through the processes of data reduction, data display, and conclusion drawing. The findings revealed three major challenges: (1) language barriers and misunderstandings (limited Mandarin proficiency, unfamiliar vocabulary, different accents, and fast-paced instructions); (2) differences in communication styles between Indonesian (polite, indirect, harmony-oriented) and Taiwanese (direct, firm, task-oriented) cultures, which often led to misinterpretation of supervisors’ feedback as harshness; and (3) difficulties in adapting to Taiwanese workplace culture characterized by strict punctuality, discipline, hierarchical structure, detailed SOPs, and a fast work rhythm. To overcome these challenges, the interns applied several strategies, including asking for clarification or repetition, using simple English and gestures, utilizing translation applications, learning basic Mandarin vocabulary, observing coworkers’ communication patterns, and gradually adjusting their behavior to local workplace norms. The study concludes that cross-cultural communication challenges form an essential part of international internship experiences. The effectiveness of adaptation depends on students’ intercultural communicative competence, language preparation, and continuous cultural adjustment. The findings highlight the need for stronger pre-departure orientation programs focusing on cross-cultural communication and workplace readiness