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Inspiring: English Education Journal
Published by Institut Agama Islam Negeri Parepare
ISSN : 26208350     EISSN : 27212130     DOI : https://doi.org/10.35905/inspiring.v2i1
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Umum - Umum
Articles 145 Documents
 11   12   13   14   15 
The Impact of Self-Monitoring Strategy on Students' Narrative Text Speaking Ability Ariyani, Rizki Silvia; Ikaningrum, Rini Estiyowati; Arochman, Taufik
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8927

Abstract

The pandemic forced students to study from home, resulting in a lack of direct interaction with teachers. When students returned to school, teachers had to start guiding them from scratch using various teaching strategies. These strategies included discussion and self-monitoring. The purpose of the study was to find out the significant difference of self-monitoring strategies on the students' narrative text speaking ability. A quasi-experimental design was used, with the experimental group receiving the self-monitoring strategy and the control group using discussion strategy. The researchers conducted a study at SMPN 4 Magelang, Central Java. The result of the study showed that there was no significant difference between using self-monitoring strategies and using discussion strategies on students' narrative text speaking ability. However, the self-monitoring strategy had positive effects, such as increasing confidence and reducing fear of speaking in English. The researchers hope others will build on this study to evaluate speaking ability in different academic fields.
The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives Hafiz Nurulhaq, Gulam; Kurniawan, Eri; Hikmawan, Ihsan; Ginanjar, Regiana; Firman
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8940

Abstract

Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies is designing the instructional objectives, and the teacher community can support their development. This study explores the role of the teacher's community in developing teachers' professional competence in designing the instructional objective in the EFL context. This study uses qualitative methods with questionnaires and interview instruments to collect the data. Two teachers contribute to this study. They come from senior high school teachers. One teacher teaches in a public school, and the other teaches in a private one. The result showed that three types of teachers' communities play a role in respondents' development in teachers' professional competence in designing instructional learning objectives. Besides, they can design the learning objectives; further researchers may conduct follow-up research with a broader subject, complete literature, and more relevant methods to draw generalizations.
Academic Literacy Practices: The Language of Hedging in Indonesian EFL Students' Essays Dewi, Rohmatul Fitriyah; Andania, Ruqoyyah Amilia; Tlonaen, Zuvyati Aryani
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8961

Abstract

Writing academically and reading are parts of literacy that it is embedded in higher education. Therefore, it is important to assess how students’ ability can develop critical thinking regarding specific issues using hedging language. The purpose of this study was to evaluate students' critical thinking skills by looking at how effectively they hedgingly constructed their writings. Moreover, this study also explored the students' viewpoints about the use of hedging in their academic pursuits. This research employed a qualitative approach. The data was collected from students’ essays from the English Department in Surabaya and the results of a semi-structured interview with three students. Hyland (1998) identified eight categories of hedging, which were used in the text analysis. The study's findings demonstrate that students employed the majority of hedging strategies when writing their essays. However, the most used is modal auxiliaries, which focus more on the specific subject being taught and utilize a variety of tools to communicate their ideas. Moreover, it is found that different students provided varied reasons for employing hedging, such as reducing criticism, avoiding precision methods, or maintaining a particular writing style. Overall, the research underscores the multifaceted role of hedging in shaping both the content and perception of students' academic essays.
Description of Five Essential Elements towards Online Cooperative Learning in English for Nursing Students Sofyan, Wini Fitrina; Agustini, Aat; Wati, Eti
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.8993

Abstract

Cooperative Learning (CL) develops many essential elements, including positive interdependence, individual accountability, social skills, group processing and face-to-face interaction among students in their respective groups. In connection with this question, this study aims to describe the appearance of five essential elements in Online-Cooperative-Learning (OCL). This research is a quantitative descriptive study, where a Likert scale questionnaire investigates the occurrence of the five basic elements of OCL among 109 samples of nursing students who have participated in OCL in English for Specific Purposes (ESP). This study employs univariate analysis, describing the percentage occurrence of these five OCL elements. The univariate analysis results show that these five essential elements of CL significantly appeared in online learning. Positive interdependence in OCL groups appeared at 83%, interpersonal competence successfully emerged in OCL at 85%, individual accountability emerged at 83%, and OCL group processing appeared at 84%, shaping students to adapt to "critical" conditions. Meanwhile, face-to-face promotive interaction at 76% formed positive strong bonds within the group to overcome challenges that arose during online learning. These findings indicate that OCL can provide access to building the five basic elements of CL, making OCL highly relevant for use in ESP learning for nursing students.
Augmented Reality in The Classroom: Revolutionizing Vocabulary Teaching for High School Language Learners Idul, Muhammad; Syaiful, Syaiful
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9019

Abstract

This literature review examines the integration of Augmented Reality (AR) in high school language education for vocabulary teaching. It analyzes current research to explore AR's benefits, challenges, and implications for vocabulary mastery. Key findings include: (1) AR's interactive features enhance student engagement and vocabulary retention; (2) AR provides contextualized learning experiences, improving practical application of vocabulary; (3) Effective AR implementation requires carefully designed content and user-friendly interfaces; (4) Challenges include content development, teacher training, and technical limitations. The study proposes solutions to these issues and offers insights for leveraging AR to enhance vocabulary development in high school language education.
The Impact of Performance-Based Assessment on Academic Writing Instruction Dewi, Anita Candra; Sheik Mohamed; Kh. Atikur Rahman; Luís Miguel Oliveira de Barros Cardoso
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.9030

Abstract

This study seeks to determine the positive impact of PBA, which synchronizes student achievement in the learning process with final grades. Performance-Based Assessment (PBA) is a pedagogical strategy used to achieve student targets in the following learning objectives, especially in Academic Writing courses that aim to make students competent novice writers. The Performance-Based Assessment teaching style allows students to write seminar-ready draft proposals at the end of the Academic Writing course. It was decided to adopt a single case study research design to get more thorough data about the respondents. This study used Performance-Based Assessment (PBA) in academic writing classes. This study shows that Performance-Based Assessment improves student learning, notably in Academic Writing, proving that PBA is a good teaching method.
An Innovative Strategy in Learning English as A Foreign Language rafiqa, Rafiqa; Yasim, Sukmawati; Paris, Nirma; Sabil, Marhaeni
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9049

Abstract

The present study aimed to delve into the students’ EFL vocabulary and response to the discovery learning strategy. A pre-experimental research design was applied in this study. The population of this study was first-year Sulawesi Barat University students who enrolled in vocabulary courses in the first semester, and the researchers used a random sampling technique to choose 42 students. This study found that the discovery learning strategy elevated the students’ English vocabulary. It was found that there are critical contrasts between the mean scores of the pre-test and post-test. The students’ pre-test score was 63.42, and the understudies' post-test score was 89.09, which is higher than the pre-test score. It demonstrated a critical improvement in students' accomplishment after carrying out revelation learning in instructing English vocabulary. Another result revealed that the students provided positive responses toward applying the discovery learning strategy in learning vocabulary, stated 53% of students agreed and 33% strongly agreed with the strategy, however 10% neutral, 3% disagreed and 1% strongly disagreed. Based on positive responses, the most of the students perceived that the discovery learning strategy benefits them in learning English.
Exploring Student Perceptions of Teaching Strategies in Business English Courses: Insights from EFL Contexts Dahlan, Suratman; Ramdani, Amaliah; Noni, Nurdin
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9359

Abstract

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.
Impact of Artificial Intelligence (Chatgpt and Google-Bard) on Undergraduates’ Creative Writing Skills at A University in Northeastern Nigeria Salihu, Abubakar; Aliyu, Muhammad Mukhtar; Nurchalis, Nur Fadillah
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.9567

Abstract

Artificial intelligence (AI) has a profound influence on various facets of modern-day society, notably within the realm of education. Its application in educational settings is extensive, primarily aimed at improving the methods of instruction and knowledge acquisition. Thus, this research investigates the impact of AI tools (ChatGPT, Google Bard) on the creative writing skills of Nigerian undergraduates using a pretest-posttest quasi-experimental research design. Eighty (80) third-year undergraduates participated in the study. Data were collected using pretest-posttest writing tasks. The writing scripts were graded using creative writing assessment rubrics. Paired sample t-test analysis was conducted to compare the pretest-posttest writing scores using SPSS. The results of the analysis showed a significant improvement in the participants’ overall writing scores after using the AI tools. The results also show significant improvement in all the aspects of creative writing: image, voice, characterization and story. Finally, the study makes some recommendations for practice and further studies.
Deciphering Idioms: A Deep Dive into Elemental Force of Nature Movie Script Puspitasari, Desi; Dwi Yuliawati, Denies; Hanayanti, Citra Siwi
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.10434

Abstract

Idioms, intricate combinations of words whose meaning eludes straightforward interpretation, play an essential role in native speakers' discourse. It imbues speeches with a sense of fluency and creativity. Mastering idiomatic expressions is imperative for learners seeking linguistic authenticity and lexical proficiency. Thus, it is an urge to be mastered by the learners, especially English for Foreign Language (EFL) learners. This study aimed to explore the types of idioms in the Elemental Force of Nature Movie Script, employing O'Dell and McCarthy's framework. It utilized a qualitative study using content analysis. The researchers used documentation as the primary data collection method. as the data was taken from the Elemental: Force of Nature movie script dialogues. The findings unveil forty-one idioms in Elemental: Force of Nature movie. This research found four similes, two proverbs, four clichés, and thirty-three fixed statements. However, the most dominant type found in this movie was the fixed statement. It is expected that this research can provide additional insight into the types of idiomatic expressions. In addition, this study also provided valuable implications for the English learners, especially who study literary works.

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