Inspiring: English Education Journal
Inspiring: English Education Journal is published by English Education Department, Tarbiyah Faculty, State of Islamic Institute of (IAIN) Parepare. This journal is expected to share knowledge among lecturers, students, teachers, and education practitioners and observers. This journal discusses various topics about English Education. We invite scholars to publish their original research.
Articles
145 Documents
<![CDATA[CODE MIXING USED BY K-POP LOVERS ON SOCIAL MEDIA ]]>
<![CDATA[Rabiatul Adawiah]]>;
<![CDATA[Nasrah Nasrah]]>;
<![CDATA[Nur Zamzam]]>;
<![CDATA[Tria AR]]>;
<![CDATA[Maghfirah S.]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i1.4351
<![CDATA[Code mixing is a global phenomenon since social media emerged as a communication medium for K-Pop lovers in Indonesia. It happens when a speaker/writer uses two or more languages in an utterance/sentence. This research is aiming to explore the types and reasons for code-mixing. The researchers applied the qualitative method using content analysis. The result shows that there are 12 Korean codes and one English code inserted in Bahasa Indonesia as the major code. Intra-sentential or insertion of other codes in the main code is used dominantly by the participants. Other types such as inter-sentential, phonological change, alternation, and congruent lexicalization are not used since the participant did not have any capacity to combine Korean morphemes with Bahasa Indonesia morphemes. Additionally, the reason for using code mixing is analyzed and shows that the participant wants to show their group identity and to talk about certain topics.]]>
<![CDATA[THE QUALITY OF SUMMATIVE TEST MADE BY EFL TEACHER ]]>
<![CDATA[Kalsum, Kalsum]]>;
<![CDATA[Sardi, Ahmed]]>;
<![CDATA[Andini, Nur]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i1.4327
<![CDATA[The purpose of this research was to identity the validity, realibility and difficulty level of summative test made by EFL teacher at eight grade of SMPN 2 Watang Pulu Sidenreng Rappang. The results of this study were beneficial for the teacher and students because they gained proper information about quality of summative test created by EFL Teacher. The samples of this study were 20 students and 1 data of summative test conducted from the teacher. The researcher conducted the research by quantitative method. The data collection technique was taken document of summative English test. The data was analyzed by using validity, reliability and difficulty level analysis. The result of validity was have 0,344 with significance level of 5%. Items of English summative test n as valid 14 items with percentage (70%), invalid items are 6 items with percentage (30%). The reliability is category reliabel showed index 0,82higher than 0,70. Level of difficulty, the total items as easy category there are 2 items (10%), the total of medium category are 12 items test with percentage (60%), and difficult category have 6 items with percentage (30%). From the result above, the level of difficulty of English summative test items have a good category because the medium category more than 50%.]]>
<![CDATA[STUDENTS’ PERCEPTION ON SPEAKING ANXIETY IN ENGLISH CLASSROOM: PSYCHOLOGICAL VIEW ]]>
<![CDATA[Abi Pohan]]>;
<![CDATA[Irene Nany Kusumawardany]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i1.4955
<![CDATA[The world has seen significant changes as a result of globalization. As English is widely used all over the world, there is a need for learners to acquire communication skills in classrooms. Thus, learners should be able to overcome their psychological problems while learning in the classroom, such as anxiety. This study aims to investigate the student’s perception of psychological problems faced in terms of anxiety in SMPN 30 Malang. The respondents from this study are 9th-grade students in SMPN 30 Malang, which has a total number of 49 students. The data was collected from junior high school. In this study, the researcher used a descriptive qualitative study. The researcher collected the data through a questionnaire. The finding of this study shows that most of the 9th graders in SMPN 30 Malang have speaking anxiety. Test Anxiety is the most influencing factor affecting 9th graders’ speaking performance. The test anxiety was found because of their fear of failure and high pressure in their English class.]]>
<![CDATA[WRITING ANXIETY EXPERIENCED BY JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rizal Arisman]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 1 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i1.5068
<![CDATA[This research is aiming at knowing the students’ writing anxiety level, including cognitive, somatic, and avoidance behavior anxiety. It applies a quantitative approach a descriptive method. The sample is 55 eighth-grade students at SMP Negeri 4 Baubau selecting using a cluster random sampling technique. A SLWAI is utilized as the instrument of this research. The research finds that the average score of cognitive anxiety is 3.11 which is in moderate level of anxiety, the mean score of somatic anxiety is 3.14 which is in moderate category, and the mean score of avoidance behavior is 3.04 which is in moderate category. Therefore, the lowest level of writing anxiety is the avoidance behavior, while the highest level of writing anxiety is somatic anxiety.]]>
<![CDATA[Increasing Students’ Learning English Outcomes by Using Numbered Head Together (NHT) Model ]]>
<![CDATA[Mujahidah]]>;
<![CDATA[Nurul Khalifah Rusni]]>
<![CDATA[ Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v4i2.5219
<![CDATA[The cooperative learning method Numbered Head Together (NHT) is a learning method based on constructivist learning theory. Numbered Heads Together (NHT) is a structured approach to collaborative learning proposed by Spencer Kagan et al. (Ibrahim, 2000: 25). The aims of this study is to find out the implementation of the Numbered Head Together model to improve students learning outcomes at SMA 4 PAREPARE. This study used a quantitative method. Using a Pre-experimental research design, a class pretest and posttest. Pre- experimental study design was employed to measure changes in outcomes before and after the intervention was put into place. The data is to explain the implementation of Numbered Head Together (NHT) used. Location This research was conducted at UPT SMAN 4 PAREPARE, district Ujung, the city of Parepare. This research focuses on class XI IPS 2 in the odd semester of the 2020/2021 academic year. Class XI IPS 2 contains 31 students, 16 male and 15 female. Base on the results of the research that has been done and the discussion, it can be concluded that; the application of The Numbered Head Together (NHT) learning model on cognitive aspects. This is evidenced by an increase in the value of pretest with an average of 70% increasing to 80.58% in posttest. The percentage of learning completeness also increased from the pretest by 67.74%. Increase to 83.87%. In posttest.]]>
<![CDATA[A Comparative Study of Authentic Listening Materials for Non-English Major College Students ]]>
<![CDATA[Puspita, Puspita]]>;
<![CDATA[Suswanto, Suswanto]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i2.5001
<![CDATA[Broadly listening, non-English major students encounter bigger difficulties in learning English because they have a shorter time indirectly contacting or using the language. An important factor that should be taken into consideration is the use of appropriate authentic listening materials in the classroom. The objectives of the research were aimed to investigate whether there is a significant difference in students' listening comprehension using audio media versus video media and to determine which of these media is effective in enhancing students' listening comprehension. This research used a quantitative method with a quasi-experimental design. It was conducted in two classes of first-grade students of State Polytechnic of Agriculture Samarinda as non-English major college students. The classes comprised class PPIIA as the experimental group using audio and PPIIB as the control group using video. The researchers used pre-test and post-test designs to collect the data. The result of the data revealed that there was a significant difference between students' listening comprehension using audio media versus video media. Teaching listening using video is more effective in enhancing students' listening comprehension because video can provide visually attractive and enjoyable listening practice for students in the classroom.]]>
<![CDATA[Profile of Wisdom and Knowledge Character on EFL Students ]]>
<![CDATA[Fajriansyah, Syukron]]>;
<![CDATA[Saraswati, Niken]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i2.5658
<![CDATA[In the character of the virtues of wisdom and knowledge contained in the five which include knowledge and wisdom, namely creativity, curiosity, love of strength, love of learning and perspective. The objective of this study is to provide a description of the strength of the character of the virtue of wisdom and knowledge of students who are also prospective English teachers. This study uses a survey method involving 91 respondents of prospective English teachers at one of university in Bandung, Indonesia. The data was gathered through the utilization of the Values in Action Inventory of Strengths (VIA-IS) instrument which was then analyzed using the Rasch Model. The results of the study indicate that the activity of reading scientific books to fill spare time is a character that is difficult for students to do. Meanwhile, the character will continue to find out about the information that is of interest, which is a character that is easy to implement. There are about 50.5% of respondents who tend to have a strong character in wisdom and knowledge, about 36.2% tend to be simple and 13.1% tend to be weak. Therefore, it is necessary to improve the process of strengthening the character of the virtue of wisdom and knowledge for prospective English teachers.]]>
<![CDATA[The Effectiveness of Classical Music Background in Teaching Writing ]]>
<![CDATA[Ishak]]>;
<![CDATA[Sultan, Wahyu]]>;
<![CDATA[Darwis, Nirwana]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i2.5663
<![CDATA[This study discusses the effectiveness of incorporating classical music in teaching writing, using a quantitative research method. The research was conducted on 39 students from two groups in the fifth semester English Educational Program of IAIN Bone, with 20 students in the experimental group and 19 students in the control group. The researcher administered pretests, treatments, and posttests, and analyzed the data using mean score and t-test formulas. The results of the study indicate that the students in the experimental group who received treatment with classical music background showed improvement in their writing achievement compared to the control group, who received treatment without the classical music background. However, the improvement was not considered significant. Therefore, it can be concluded that the use of classical music background in teaching writing did not have a significant impact on the writing achievement of fifth-semester students in the English Educational Program of IAIN Bone.]]>
<![CDATA[Students’ Experiences toward Scripted and Unscripted Role Playing in Junior High School ]]>
<![CDATA[Romadhona, Ghorizah]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Rizqiyah, Anifatul]]>
<![CDATA[ Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v6i2.5736
<![CDATA[This study has two main research objectives, namely, to find out the students’ experiences in scripted and unscripted role play and to find out which mode of role play, scripted or unscripted, better assist them to develop speaking competence. This research took two classes of seventh grades as the participant with each class had 34 students. Mixed qualitative and quantitative method was chosen to answer the research questions. The qualitative method used the observation and questionnaire as the instrument. The quantitative method used SPSS to test difference of speaking scores between the scripted and unscripted classes. One of the findings is that the students were doing well in preparing the role play such as, building sentences and understanding the role play card. Another finding is that they experienced difficulty during the role play performance. In evaluating role play, students got some positive impact. Also, the results showed that the students who did unscripted role play got better speaking scores than students who had scripted role play did. It can be concluded, even though they face some difficulties during the performance, students had some positive impact after doing role play and unscripted role play is better than scripted role play in assisting students speaking competence.]]>
