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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
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Students’ Perceptions of An Exemplary Online ESP Teacher: A Mixed-Methods Study Gayatri, Putri; Ruminar, Hafida; Lintangsari, Alies Poetri
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.v7i2.10660

Abstract

The shift from traditional to online teaching and learning during the COVID-19 pandemic has caused various hurdles. As indicated by many reports, both students and the teachers experienced dissatisfaction and met challenges during the teaching and learning process. Amidst several students’ dissatisfaction with the online delivery of various subject, a report on teaching and learning experience revealed the exceptional performance of an English for Specific Purposes (ESP) teacher named Ms. Sarah (a pseudonym) as recognised by the student. The researchers then did a mixed method study to identify the specific features of Ms. Sarah's teaching that students found engaging and pleasurable. The data, both quantitative and qualitative, was gathered by administering closed and open-ended questionnaires to a total of 38 students who were enrolling in Ms. Sarah's class. The findings indicated that Ms. Sarah's online ESP lesson was well-received. All students (100%) expressed confidence in Ms. Sarah's competence to deliver online ESP instruction. A majority of over 80% of the participants indicated their endorsement for other teachers to embrace Ms. Sarah’s instructional approach, while a total of 97.37% conveyed their intention to join Ms. Sarah's other courses in the upcoming semester. This paper also presents a more detailed explanation of the rationales why students appreciate Ms. Sarah's online class. Besides, considering SLA theory and cultural dimension was also found to contribute to the effective online instructions. Ms Sarah's approach in conducting online ESP course might be an invaluable resource for ESP teachers looking to improve their online teaching strategies. Keywords: Online instructions, ESP, SLA, Cultural dimensions
Function and Use of Language in Linguistic Landscape Signs at Jakarta Train Station Andreana, Chesa; Rofiq, Zainur
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.v7i2.10732

Abstract

This research analyzes the function and use of language in Linguistic Landscape signs at three train stations in Jakarta, namely Gambir station, Manggarai station, and Dukuh Atas BNI MRT station. This research examines how Linguistic Landscape signs affect passenger accessibility and comfort. This research uses a qualitative descriptive method, and data is collected through field observations, photo documentation and passenger interviews. Then, the data analysis technique uses the Miles and Huberman (2019) technique, data reduction, data display, and verification. The results of this research show that most of the signs at the three stations are bilingual signs in Indonesian-English, followed by monolingual signs in English and Indonesian. The Linguistic Landscape signs at this station have proven effective in providing information that is easy to understand and easily accessible to local and foreign passengers. These signs also increase accessibility and comfort for passengers at the station. This research contributes to understanding the function and use of language in the Linguistic Landscape of public spaces, especially at train stations.
Analyzing Expressive Speech Acts in The Late Late Show with James Corden Nazrah; Rosida, Ana
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.v7i2.10733

Abstract

The Late Late program with James Corden, a prominent late-night talk program, is a great resource for studying expressive speech acts. This study aims to analyze the types of expressive speech acts performed by James Corden in The Late Late Show with James Corden. In this study, the researchers used a qualitative descriptive research method using the Searle and vanderveken (1985) theory to analyze a total of 32 utterances from the last episode of the show, which are included in the types of expressive speech acts, such as 1 data of Apologize, 4 data of Thank, 1 data of Condole, 3 data of Complain, 4 data of Lament, 5 data of Protest, 1 data of Deplore, 1 data of Boast, 5 data of Compliment, 4 data of Welcome and 3 data of Greet. The results show that, James Corden uses various expressive speech acts to interact with the audience and guests, so as to create a lively and fun atmosphere. The findings contribute to the understanding of expressive speech acts in the context of talk shows and show the importance of language in shaping social interactions and relationships.
Adapting Form-Focused and Meaning-Focused Instruction in the Digital Post-Pandemic English Classroom Pringgadani, Ridha Muhibbin Amil; Anjaniputra, Agung Ginanjar
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12754

Abstract

Form-Focused Instruction (FFI) and Meaning-Focused Instruction (MFI) have been known in the field of English Language Teaching. However, since the COVID-19 pandemic disrupted education, the learning situations in a classroom can no longer rely on traditional ways. Following the shifts, this study aims to investigate the implementation of FFI and MFI in an English language classroom at a senior high school in Indonesia. This study uses a qualitative case study approach, and the data was collected through semi-structured interviews and then analyzed using thematic analysis based on the characteristics identified by Ellis (2001) and Pawlak (2006). The findings reveal an integrated implementation of FFI and MFI. The use of explicit grammar instruction, corrective feedback, and structured learning based on Kurikulum Merdeka reflects the implementation of FFI. On the other hand, the implementation of MFI is reflected in collaborative and learner-centered activities, real-world examples, and a genre-based approach (GBA). Additionally, due to the pandemic shift, the use of digital tools also facilitated learning beyond traditional situations. The findings also show the adaptability of FFI and MFI in the digital era since the reliance on digital tools has increased post-pandemic situations. The teachers are suggested to adapt to the digitalized era by equipping them with digital literacy. However, the study's scope is limited to a single school, and the context identified is only after the COVID-19 pandemic.
Key Factors Exacerbate Listening Outside EFL Classrooms: Insights from Papua Indonesia Idrus, Misnariah; Dabamona, Miftahulfadlik; Angguni, Lulu
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12818

Abstract

This study aims to explain key factors exacerbating listening outside EFL classrooms based on the perception of English major students in a Papua university. To facilitate a comprehensive investigation into a specific real-life scenario and to enrich the researcher's understanding of the individual or incident under study, a qualitative case study design was employed. We involved thirty students majoring in English education in a university in Papua, Indonesia. Data collection was carried out using the triangulation method including reflective journals, Focus Group discussions, and semi-structured interviews. The findings show some factors promoting listening difficulties perceived by the Indonesian students: accent, tempo, dialect, and intonation. Additional factors may exist that were not raised during the data collection process. These may have been identified if more participants were interviewed. However, the sample size was limited due to time constraints. Then, measuring the impact of each factor in a quantitative study may also yield useful data.
The Whispers of Revolution: AI and the Transforming Landscape of Spoken Language Proficiency Anggarini, Ida Fitri; Hidayat, Wildan Rahmat; Pratama, Anggi Cantika
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12825

Abstract

Achieving spoken language proficiency in a second language (L2) has long been a challenge for learners. Traditional methods often rely on textbooks, grammar exercises, and classroom discussions, which may not adequately address the complexities of spoken interaction. As Artificial Intelligence (AI) technologies evolve, new possibilities emerge for enhancing L2 learning, particularly in the crucial area of spoken language development. This qualitative study explores the potential of AI-powered tools and platforms to promote spoken language proficiency in L2 learners. The research investigates how learners engage with interactive AI tutors, virtual language environments, and speech recognition technologies to develop fluency, accuracy, and natural communication skills. In-depth semi-structured interviews will be conducted with a diverse group of L2 learners of varying language backgrounds and proficiency levels. Participants will be recruited from universities students in Malang, Indonesia. The interviews will explore their experiences using AI-powered language learning tools, focusing on perceived benefits, challenges, and impact on spoken language skills. Thematic analysis will be employed to identify recurring themes and patterns across the interview data. This analysis will seek to understand how learners perceive the effectiveness of AI tools in improving their spoken language proficiency, the specific features they find most helpful, and any perceived limitations or challenges. The result revealed that there is growing body of research on AI-powered language learning by providing insights into the specific ways learners interact with and benefit from these technologies in terms of spoken language development. Also, the design and development of more effective AI-powered tools for L2 learning, particularly focusing on enhancing spoken language proficiency in a personalized and engaging manner.
Non-EFL Learners’ Perceived Benefits and Limitations of Exploring Chatbots in Academic Writing Class Azzahra, Zaida Azzahra; Daniel Ari Widhiatama
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12916

Abstract

Chatbot integration in Language Education using chatbots shows potential to improve students’ writing skills. This study explores the benefits and limitations of using chatbots in academic writing classes for non-EFL students, specifically Agrotechnology students at Universitas Mercu Buana Yogyakarta. This study uses qualitative research data collected through classroom observations and semi-structured interviews over a semester. The observations focused on how students use chatbots to produce academic essays in Academic Writing classes. Semi-structured interviews were conducted with five students. Interview participants were selected based on their relevance to the research scope, ensuring that their responses aligned with the study's objectives while maintaining a focused and manageable range of inquiry. This study concludes that integrating chatbots and manual validation to ensure depth and critical thinking in writing classes using chatbots for non-EFL students is beneficial in developing writing skills that support their foreign language development.
Integrating Technology-Enhanced Language Learning (TELL) into English Language Teaching (ELT) at STAIN Mandailing Natal Harahap, Sartika Dewi; Lubis, Rica Umrina; Hidayani, Syarifah
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12962

Abstract

This study explores the integration of Technology-Enhanced Language Learning (TELL) and its impact on English Language Teaching (ELT). The research addresses the issue of how technology influences students' learning experiences in ELT. The study aims to examine students' perspectives on the use of digital tools in language learning and their effectiveness in enhancing the learning process. A case study approach was employed, with data collected through the interactive platform Mentimeter. Fourteen students from the Tadris Bahasa Inggris Study Program at STAIN Mandailing Natal participated by providing their opinions on the integration of technology in ELT during a presentation session. The analysis reveals that the majority of respondents expressed positive perceptions of technology use in ELT. Students highlighted those various digital tools introduce a new dimension to learning, making the process more engaging and accessible. Key benefits identified include easier access to resources, increased interactivity, and greater flexibility in learning. These findings emphasize the significance of incorporating digital tools into language instruction to enhance the overall learning experience.
Taboo for Taboo Strategy in Indonesian-English Translation of Taboo Words in Inang Movie Subtitles Mukminin, Muhamad Saiful; Muhhit, Ahmad Abdul; Ahmed, Aqeel
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.13002

Abstract

The present research aims to explore and describe the translation strategies of taboo words in the subtitles of the movie Inang, available on the Netflix platform. Using a descriptive qualitative approach, the study focuses on analyzing Indonesian taboo words translated into English, identifying the strategies applied, and investigating how subtitling can either preserve or alter their intensity and meaning in cross-linguistic and cross-cultural adaptation. The research data was gathered by watching Inang on Netflix, noting the use of taboo words in the Indonesian subtitles, along with their English translations. Data collection involved identifying 23 taboo words or phrases and recording their corresponding timestamps. The collected data was analyzed using interactive data analysis model, which includes data reduction, data presentation, and conclusion drawing. The analysis revealed two types of the taboo-for-taboo strategy: the first is the taboo for taboo strategy that maintains the same level of taboo as the source language, maintaining its intensity. While the second is the taboo for taboo strategy with a lower level of taboo compared to the source language. In conclusion, the study shows that the taboo-for-taboo strategy in Inang allows for a balanced adaptation of offensive expressions.
Artificial Intelligence in Academic Environments: Reducing or Increasing Foreign Language Anxiety? Pertiwi, Primordia Carissa; Segoh, David; Rohmadhani, Annisa
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.13009

Abstract

The integration of Artificial Intelligence (AI) tools into language learning and teaching is rapidly advancing in academic environments. Previous research has demonstrated the potential of AI tools to enhance learners’ motivation, engagement, and attitudes while improving language skills such as speaking, writing, and reading. However, systematic reviews focusing on the role of AI technologies in managing foreign language anxiety (FLA) remain limited. This study systematically reviews the effects of AI tools on different types of FLA, including writing anxiety, reading anxiety, speaking anxiety, and general communication anxiety, in academic environments. Peer-reviewed articles were retrieved from the Scopus database and screened for relevance based on titles, abstracts, and full-text availability. Of the 59 articles identified, 11 studies published between 2022 and 2024 met the inclusion criteria. The findings reveal that AI tools, such as chatbots and automated writing evaluation systems, reduce writing and speaking anxiety by providing personalized feedback and fostering learner autonomy. However, challenges such as over-reliance on AI and limited human interaction may increase anxiety for certain learners. This review highlights gaps in the literature, emphasizing the need for longitudinal studies and hybrid learning models that combine AI technologies with teacher interventions to address learners’ cognitive and affective needs.

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