Articles
<![CDATA[INVESTIGATING ENGLISH NEED OF SHARIA BANK EMPLOYEES IN PAREPARE SOUTH SULAWESI ]]>
<![CDATA[Zulfah Zulfah]]>;
<![CDATA[Mujahidah Mujahidah]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (208.113 KB)
|
DOI: 10.24252/Eternal.V42.2018.A2
<![CDATA[This study was aimed to investigate English need of sharia bank employees in Parepare. The design research was qualitative research. Subject of the research was 12 employees in 3 sharia banks in Parepare. Research data was collected by using interview. The findings showed that: (1) Islamic bank employees need English materials relate to banking, accounting, and computer application; and (2) Islamic bank employees need reading skills more than listening, speaking, and writing skills because they work more with English written documents. Bank employees also work with computer program. All instructions and terms in computer are in English. The employees need good pronunciation in English term of banking, accounting, and computer. They also need skills in correspondence in electronic letter or email.]]>
<![CDATA[Developing the flipped learning instrument in an ESL context: The experts’ perspective ]]>
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Mohammad Musab bin Azmat Ali]]>;
<![CDATA[Nur Asmawati Lawahid]]>;
<![CDATA[Mujahidah Mujahidah]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21831/pep.v25i1.38060
<![CDATA[Numerous studies have accepted the flipped learning approach as an approach in implementing technological-based classroom environments. This article aims to identify the required constructs in developing an instrument for flipped learning in an ESL environment. This study uses the Fuzzy Delphi method to collect and analyze the viewpoints of 18 experts from relevant fields. An online questionnaire was developed to gather the experts’ agreement towards seven constructs: flexible environments, the shift in learning culture, intentional content, progressive networking activities, professional educators, engaging effective learning experiences, and diversified seamless learning platforms, and 68 items gathered from the literature. The Fuzzy Delphi Method (FDM) analysis rejected seven items, finalizing the instrument with seven constructs and 61 items. The instrument is beneficial to teachers and learners of ESL and developers of technology-based learning methods. The implication of the study is the provision of the constructs to help guide and implement the flipped learning approach in educational contexts. Furthermore, these constructs can be used as the basis for further investigations that lead to developing frameworks or models for the flipped learning approach. Future works on the topic may look at a bigger sample for stronger results. Furthermore, the instrument developed can be used on the student population and in other contexts as well.]]>
<![CDATA[Implementing Listen and Imitate Technique to Improve Pronunciation Skill ]]>
<![CDATA[Hasriani]]>;
<![CDATA[Anwar]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (73.346 KB)
|
DOI: 10.35905/inspiring.v1i1.828
<![CDATA[This study aims to find out the improvement of non-native English students in pronunciation by using Listen and Imitate technique. This technique was selected to enhance the students’ ability in pronouncing different sounds from their native language. Listening then imitating the sounds repeatedly will ease the students pronounced them perfectly. This research was quantitative which employed pre-experimental research with one group pretest-posttest design. The result of the pre test and post test was then compared to see the improvement of the Student’s pronunciation after the treatment using Listen and Imitate Technique. This study found out the use of listen and imitate technique was able to improve students’ pronunciation skill significantly. This study also provides a set of suggestion to overcome the students’ pronunciation problem.]]>
<![CDATA[The Use of Round Robin Technique to Improve The Reading Comprehension at The Eight Year Students’ of SMP Negeri 1 Suppa Kab Pinrang ]]>
<![CDATA[Siti hasrina]]>;
<![CDATA[Nanning]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 2 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (108.914 KB)
|
DOI: 10.35905/inspiring.v1i2.839
<![CDATA[To solve problem in the learning process, the researcher applied an innovative technique to improve the students’ reading comprehension. The researcher offered round robin technique as a technique to teach reading. The objective of the research are expected to find out whether or not the use Round Robin technique be able to improve the students’ reading comprehension and to know how is the students’ response toward the implementation of Round Robin technique in reading comprehension of the eight year students’ at SMPN 1 Suppa Kab.Pinrang.The result of this research was expected to be useful information in the English teaching and learning process especially in the reading teaching. This research applied pre-experimental method, with two group pre-test and post-test design. The samples of the research were consisted of 23 students from six classes taken from the population at the eight year students of SMP Negeri 1 Suppa Kab.Pinrang second semester in Academic Year 2017/2018.The result of the data analysis showed that the students’ reading comprehension was improved . It could be showed from The result of the t-obtained value (2.391) was higher than t-table value (2.074). Those indicated that H0 was rejected and Ha was accepted. It meant that the students’ reading comprehension was able to increase by using round robin technique.]]>
<![CDATA[The Application of Listen-Read-Discuss (L-R-D) Strategy to Improve Reading Skill at the First Grade of SMPN 10 Parepare ]]>
<![CDATA[Eralisa]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 2 No 1 (2019): Inspiring:English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (35.966 KB)
|
DOI: 10.35905/inspiring.v2i1.1172
<![CDATA[This study aim to find out the difference in reading skill between students who are taught of using L-R-D strategy and without using L-R-D strategy at the first grade of SMPN 10 Parepare. Furthermore, its aim is to determine the effectiveness of the Listen-Read-discuss strategy in reading skill learning at the first grade of Junior High School 10 Parepare. This research is an experiment design using pretest posttest design. The population of this research was all classes VII of SMP Negeri 10 Parepare, with samples of class VII 4 was experiment class and class VII 3 was control class. Data was obtained by Barret’s taxonomy reading skill test. The validity used is the validity of items that are assisted by computer item program. Reliability using the alpha Cronbach formula obtained result of 0.93. the data analysis technique used T-test with a significance of 5%. Before the data analysis was carried out using t-test technique, the prerequisite analysis test was carried out in the form of data distribution normality test and variant homogeneity test. The results of the pretest and posttest calculation of both groups are normal and homogeneous. T-test analysis of pretest data in reading skill of the experimental group and the control group, obtained -0.930 and (sig 0.357>0.05). This result indicates the initial skill of the experimental group and the control group were the same or there were no significant differences between the two group. T-test result of posttest in reading skill of the experimental group and the control group obtained -3.505 and (sig 0.000< 0.05) based on these data the results of this research showed significant differences between groups taught using of Listen-read-discuss strategy and without Listen-read-discuss strategy. The result of analysis T-test of the pretest and posttest showed that Listen-read-discuss strategy was effective to improve reading skill at the first grade of SMPN 10 Parepare.]]>
<![CDATA[THE IMPLEMENTATION OF PRACTICE-REHEARSAL PAIRS STRATEGY TO IMPROVE ENGLISH SPEAKING SKILLS AT THE EIGHT GRADE OF MA DDI KABALLANGANG ]]>
<![CDATA[Mutmainnah Mutmainnah]]>;
<![CDATA[Mujahidah Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 2 No 2 (2019): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (148.358 KB)
|
DOI: 10.35905/inspiring.v2i2.1268
<![CDATA[The purpose of this research was to find out the implementing practice-rehearsal pairs strategy in improving students’ speaking skills at the eight grade of MA DDI Kaballangang. The results of the research are useful for the teachers and the students because they will get a new strategy that is effective to be used in the English learning process especially in improving speaking. The subject of this research was XI IPA class which is consisted of 21 students. The sample was taken by using purposive sampling. The design in this research was pre-experimental with pre-test and post-test design. The researcher gave pre-test and post-test to know whether implementing practice-rehearsal pairs strategy can improve students’ speaking skills or not. The result of this research was indicated that there was an improvement of the students’ speaking skills. It was indicated by the students’ mean scoreof post-test (65.10) was greater than pre-test (30). Even, for the level significant (p) 5% and df = 21, and the value of the table is 1.725, while the value of t-test is 3.45. It means that the t-test value is greater than t-table (3.45 ≥ 1.725). Thus, it can be concluded that the students’ speaking skills are significantly better after getting the treatment. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.]]>
<![CDATA[The Implementation of Blindfold Game to Improve Students' Vocabulary Mastery ]]>
<![CDATA[Harpia]]>;
<![CDATA[Mujahidah]]>;
<![CDATA[Ahdar]]>
<![CDATA[ Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (233.755 KB)
|
DOI: 10.35905/inspiring.v3i1.1308
<![CDATA[In studying English, the first component that has to learn is vocabulary. Someone who wants to master 4 language skills, he has to master a few words even everything. When learning listening, needs vocabulary, reading needs vocabulary, especially when learning to write, all needs vocabulary. That is the reason why the students have to master the vocabulary in learning English. This research was aimed to see the improvement of vocabulary mastery of students before and after learning process through blindfold game. The results of the research are useful for the teacher and students. The teacher should aware that it is important to supplied before teaching make the students more active in learning process. The researcher was conducted at MTs DDI Lil Banat Parepare, the sample of this research were the students of VIII.C class which is consisted 19 students. This research was used pre-test and post-test data. The result of this research showed that there was improving of students’ vocabulary mastery. Based on the analysis, the researcher found that Blindfold game is able to improve the vocabulary mastery. The students’ vocabulary mastery was improved significantly by mean score of the pre-test was 46.05 and the mean score of posttests was 78.57, they showed that the mean score in post-test was better that the mean score in pre-test. Thus, alternative hypothesis ( ) stating that Blindfold game could improve the students’ vocabulary mastery and could make the classroom be active.]]>
<![CDATA[Word Clap Game to Enhance Students' Vocabulary Mastery ]]>
<![CDATA[Evi Karmila]]>;
<![CDATA[Mujahidah]]>;
<![CDATA[Ahdar]]>
<![CDATA[ Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (284.654 KB)
|
DOI: 10.35905/inspiring.v3i1.1319
<![CDATA[This study aims to see the improvement of vocabulary mastery students by using word clap game at the fourth grade of SDN 173 Tiroang Kabupaten Pinrang. The object is IV class which is consisted 25 students. The sample is taken by using classroom random sampling. The design is pre-experimental with pre-test and post-test design and questionnaire to know the students’ respond. The students did the pre-test, got the treatment, did the post-test and questionnaire in the last meeting. Then the criterion of vocabulary mastery of students about noun that consist of three points are memorize, pronounce and writing. It aimed to know whether using word clap game is able to improve students’ vocabulary mastery. The result indicates that there is improvement of the students’ vocabulary mastery. It is indicated by the students’ mean score of post-test (79,52) is greater than pre-test (43,83). Even, for the level significant (p) 5% and (df) = N-1=25-1= 24, and the value of the T- table is 1.710, while the value of t-test is 4.592. It means that, the t-test value is greater than t-table (4.592 ≥ 1.710). Thus, it can be concluded that the vocabulary mastery students is significant better after getting the treatment. The students’ response through the questionnaire by using scale likert also had concluded on the finding, the result showed all the students’ answered positive and most of them got 81-100; the students are very interest in learning English by using word clap game.]]>
<![CDATA[The Implementation of Cloze Procedure Technique in Enhancing Students' Reading Ability ]]>
<![CDATA[Hadijah]]>;
<![CDATA[Amzah Selle]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (223.619 KB)
|
DOI: 10.35905/inspiring.v3i1.1434
<![CDATA[This research is intended to investigate the effect of cloze procedure technique in teaching reading ability to the second-grade students of Senior High School SMAN 3 Pinrang. The study’s object is the class from XI MIPA 1 which consists of 32 students. The study is conducted through two cycles with each cycle consisted of three meeting. While the score of the students in cycle 2 is higher that cycle 1. Close procedure technique is effective in teaching reading ability. Almost all of the students are able to answer the question. It also can be concluded that the students who were taught by using close procedure technique have a better performance than those who were not. The study finds that the students’ knowledge about reading was good. It covered students’ vocabulary and grammar was good. They also fair hasty in deliver their reading.]]>
<![CDATA[Enhancing Students’ Vocabulary Mastery by Using Bingo Game ]]>
<![CDATA[Nita Amanda Aprilia Nasrun]]>;
<![CDATA[mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (166.326 KB)
|
DOI: 10.35905/inspiring.v3i2.1452
<![CDATA[Nita amanda aprilia. Enhancing Students’ Vocabulary Mastery by Using Bingo Game at the First Grade of SMPN 2 Kulo Kabupaten Sidrap(Supervised by Mujahidah and Ahdar.) Vocabulary is an important factor in all language English teaching. Many methods, strategies and technique had been used by the teacher, lecturers, and instructors in teaching vocabulary. Using Bingo game is suitable for the teacher in teaching vocabulary and it gives solutions for the teacher in teaching learning activities. This reaserch was aimed to see the enhancement of the students’ vocabulary mastery before and after the using of Bingo game on leaerning process. The result of the reaserch are useful for the teacher and students. The teacher should aware that it is important to supplied before teaching make the students more active in learning process. This reaserch was conducted at SMPN 2 Kulo Kabupaten Sidrap the population of this reaserch were the students of class VII Consisted 40 students and the sample of this reaserch were class VII.2 consisted 20 students. The sample was taken by using purposive sampling. The reasercher used pre-test and Post-test to collected the data. Based on data analysis, the researcher found that there is enhancement of the students’ vocabulary mastery at the first grade students of SMPN 2 Kulo Kabupaten Sidrap by using Bingo game, it was indicated by the students mean score of post-test (81.25) was greater than pre-test (51.25). Even, for the level of significant (p) 5% and df=N-1, df= 20-1=19, and the value of t-table 1.729, while the value of t-test is 4.26. it means that the t-test value is greater than t-table value (4.26 ≥ 1.729). Thus, it can be concluded that the students’ vocabulary mastery is significant better after getting treatment. So, the null hypothesis (Ho) is rejected.]]>
