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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 157 Documents
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Gibran Language Style in Indonesian Vice-Presidential Election Debate 2024 Asri, Delukman; Hasim, Fiviyanti
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.v8i1.13013

Abstract

Many people talked about Gibran’s step to be a vice president. The Constitutional Court changed some rules for vice president before Gibran was declared as Prabowo’s vice president candidate which head of court is his uncle. The national committee of general election presented vice president debate which each candidate will show the ideas or attack other candidates’ statement. This research used stylistics in identifying Gibran’s language style. The researcher writes the words, phrases and sentences in six segments from youtube with title “RONDE 4! Debat Cawapres 2024. The result indicates that Gibran used repetition, alliteration and anti-climax repeating his ideas. Then, he used satire, cynicism and rhetoric attacking his opposite candidates. Gibran described his programs strongly and explained his ideas assertively. Candidate’s style in this debate is very important for make sure that the voters get the ideas and understanding the candidate’s standing point.
Teachers’ Beliefs on Technology Integration in English Language Teaching Maharani, Adinda Dwi Putri; Hidayat, Nur
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.v8i1.13030

Abstract

This study aimed to investigate teachers' beliefs towards technology integration in English language teaching in the classroom and identify the factors that support and hinder them in using technology in English language teaching. The participants were five English teachers in one of the senior high schools in Central Java, Indonesia. The data was collected through observation and semi-structured interviews. The researchers conducted a thematic analysis to analyze the data. The findings indicated that the interaction between teachers and students plays an essential role in increasing students' participation and enthusiasm during the learning process. Moreover, the teachers’ beliefs contributed to affect the teachers’ attitudes to technology integration. Easy access to learning materials, communication, and coordination, effective distribution of learning materials, assignments, and questions, evaluating and providing quickly, and making the material more interesting became factors that support the teachers to implement technology in the classroom. Moreover, some of the barriers for teachers to use technology include distraction of students' focus, time constraints, limited technological capabilities, limited school internet facilities, and teachers' beliefs.
The Translation of Idiomatic Expressions: A Case Study of “Ikan-Ikan Yang Terdampar” Translated into “Stranded Fish” Tasumbey, Ririn
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.v8i1.13054

Abstract

Idiomatic expressions are an essential aspect of language and often pose significant challenges in translation due to their strong cultural underpinnings. This study examines the translation of idioms in the short story “Ikan-Ikan yang Terdampar”, which has been translated into “Stranded Fish”. A qualitative method is employed, supported by Newmark’s Semantic and Communicative Translation Theory. The analysis reveals instances of translation loss, gain, and skewing, highlighting the complexities involved in translating culturally bound expressions. The findings underscore the importance for translators to consider cultural context in order to retain the idiomatic meaning and avoid misinterpretation or distortion during the translation process.
Positioning Youth in Maintaining the Mandarese Language Adawiah, Rabiatul; Marliana, Rina; Nasrah, Nasrah; Husna, Asmaul
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.v7i2.10667

Abstract

Youth is the potential speaker in the future and plays a significant role in language maintenance and vitality. This study aims to investigate the role, attitude, and language skills of Mandarese youth in maintaining their local language. It applied quantitative research and involved five representatives from eighteen districts in Polewali Mandar regency. The results indicate that the youth's role in preserving Mandarese culture, including its language and ability to use it, is deteriorating. The average percentage of their proficiency in the Mandarese language is 48.5%, while the percentage for the actual role is 27.5%. However, given that the youth still have a positive attitude toward that language, which is approximately 78.75% on average, the effort to save Mandarese from the definitively endangered situation is possible.
Developing English-Speaking Worksheets for the Culinary Arts Study Program at Vocational School Furwana, Dewi; Syam, Andi Tenrisanna; Wisran; Maskur
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.v7i2.10980

Abstract

This study aimed to create suitable English-speaking worksheets for culinary art students at Vocational School and to assess the perceptions of both students and teachers regarding the worksheets. The research followed a Research and Development (R&D) methodology using the 4-D Design Model, which includes the stages of defining, designing, developing, and disseminating. The participants were 24 tenth-grade culinary art students from SMK Negeri 1 Palopo. Data were gathered through a needs analysis questionnaire, expert validation sheets, and feedback on the worksheets from students and teachers. The study produced four culinary-related topics for the speaking worksheets, covering basic culinary skills, service, operations, and table manner. The findings revealed an average score of 375 (93.75%) from students and 3.72 (93%) from teachers, both classified as “Excellent”, indicating the worksheets were well-suited for the culinary arts program and could serve as a resource to enhance students’ motivation in learning English.
The Practices of Cognitive Reading Strategies on Freshman Students’ Reading Comprehension: The Case of Addis Ababa University Ketsela, Worku Seyoum; Barkasa, Mendida
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16420

Abstract

English plays an important role in Ethiopian education and daily communication, making the teaching of effective reading strategies essential for comprehension. Despite this significance, little local research has examined how reading strategies relate to the reading skills of first-year students at Addis Ababa University. Therefore, this study investigated the frequency with which Addis Ababa University freshmen use reading strategies and how English instructors incorporate these strategies into their classrooms. Using a mixed-methods design, data were collected from two groups of 96 students through surveys and classroom observations. Addis Ababa University was selected through convenience sampling due to its accessibility and similarities—such as class size, resources, and teaching environment—to other public universities. The researchers analyzed the quantitative data first, followed by qualitative analysis for triangulation. The results showed that students used reading strategies at a moderate level, primarily relying on problem-solving strategies (M = 3.70), followed by support strategies (M = 3.37), and global strategies (M = 3.36). However, teachers placed limited emphasis on reading strategy instruction. The findings suggest that instructors should more actively promote a range of reading strategies to improve comprehension. Future studies should explore the long-term effects of explicit cognitive strategy instruction in larger classroom contexts with more diverse samples.
From Scores to Self-Confidence: Reflective Learning in English Professional Development for In-Service Teachers Rakerda, Hilda; Wulansari, Dini
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16472

Abstract

Professional development programs for in-service English teachers often emphasize assessment outcomes while overlooking teachers’ reflective experiences and professional confidence. This study examines how reflection links assessment-oriented training to teachers’ shift from performance-focused learning toward reflective and developmental professional growth. Employing a qualitative single instrumental case study design, data were collected from 20 experienced in-service teachers through reflective writings, test results, semi-structured interviews, and WhatsApp reflections. The data were analyzed using thematic analysis informed by reflective practice, self-efficacy, and sociocultural theories. The findings reveal that reflective engagement shifted teachers from test performance toward developmental learning. This process strengthened teachers’ self-confidence, encouraged them to reconstruct their identities as active language learners despite their long teaching experience, and fostered renewed emotional engagement with English learning.  The study suggests that professional development should integrate structured reflective practices to move beyond score-oriented evaluation toward sustainable teacher growth and lifelong learning.
Translanguaging as a Resource for Understanding Agricultural Technology in Online ESP Forums Mutiaraningrum, Ira; Abdurahman, Nur Hafiz; Mahendra, Made Wahyu; Nugroho, Arif; Lestari, Sri
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16498

Abstract

In English for Specific Purposes (ESP) contexts, students are required to understand disciplinary knowledge. In a multilingual classroom, multiple linguistic resources should be allowed to support meaning-making. This study examines how vocational students mobilize translanguaging as a resource for technological sense-making in online ESP learning. Employing a case study, this study focuses on the depth of meaning rather than linguistic frequency or learning outcomes. This study utilized an online discussion forum in Google Classroom to retrieve data from comments and replies from 5th-semester students of the Agricultural Mechanical Engineering Study Program for analysis. Students in this study discuss future agricultural machines they want to build to solve agricultural problems in Sambas Regency. Data were analysed using a thematic discourse-oriented approach through a translanguaging lens. This study reveals that translanguaging was used to (1) explain machine concepts and technical functions, (2) link technology with the needs of the Sambas community, (3) show critical evaluation and awareness of technological limitations, (4) build agreement and collaboration, and (5) express Humour and engagement in online forums. Overall, the study highlights translanguaging as a resource that enables ESP students to make sense of technological ideas through community-oriented technological discourse.
Critical Thinking and Literacy Skills in Student Scientific Writing: Evidence from Universitas Terbuka Hadianti, Siti
Inspiring: English Education Journal Vol. 8 No. 2 (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.v8i2.14876

Abstract

Teaching scientific writing has been compulsory in many Indonesian universities. It is usually the main indicator for completing an undergraduate program. Despite this fact, not only do universities apply similar policies, but training in that particular skill is also an increasingly common trend. The Open University of Indonesia, widely known as Universitas Terbuka, is the biggest and the only university that administers distance learning in the state, to implement this policy. An example is the existence of a scientific writing course, a compulsory course in the English Education Department of the Faculty of Teacher Training and Education, where the course is taught to all students as a requirement to graduate from the university. This research was established by selecting seven participants who were enrolled in the course. The objective is to assess the appearance of critical thinking and literacy among students who have been trained in the subject. Seven academic papers representing these seven students were analyzed to identify traces of both necessary skills for conducting research: critical thinking and literacy. The qualitative method was chosen to determine whether students write using critical thinking and literacy. After analyzing the data, the researcher concluded positive findings on the use of both skills, although not all students performed well. However, one particular student showed a unique pattern in applying these skills. In terms of critical thinking, the researcher identified three sequences, while pairing techniques were employed in critical literacy to accommodate this skill's presence.
Exploring the Use of AI-Based Speech Recognition Platforms to Support Elementary Students’ Speaking Skills in Distance Learning Fathurrachman, Saddam
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16462

Abstract

This study explored the use of Google Assistant as an AI-based speech recognition tool to support elementary students’ speaking skills in distance learning. The study employed a descriptive qualitative approach involving 30 sixth-grade students, 5 teachers, and 2 parents from two primary schools in Indonesia during June–July 2025. The data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed thematically using Braun and Clarke’s framework to identify patterns in students’ speaking practice, perceptions, and the challenges encountered during implementation. The findings demonstrated that Google Assistant functioned as an interactive digital scaffold, providing students with flexible opportunities for repeated oral practice. Furthermore, students predominantly perceived the platform as a supportive, low-pressure, and enjoyable tool that significantly boosted their speaking confidence. However, the implementation revealed technical and pedagogical challenges, particularly regarding unequal device access, internet connectivity issues, and the necessity for clear instructional design. The study concludes that AI-based speech recognition tools hold substantial pedagogical potential for elementary distance learning, provided they are integrated within a supportive ecosystem involving active teacher facilitation and parental involvement.

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