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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 148 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 Seyoum, Worku; 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

Abstract

English plays an important role in Ethiopian education and daily communication. This makes teaching effective reading strategies necessary for comprehension. Despite this significance, little local research has looked into how reading strategies connect to the reading skills of first-year students at Addis Ababa University. Therefore, this study examined how often Addis Ababa University’ freshmen use reading strategies and how English instructors incorporate these techniques in 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—like class size, resources, and teaching environment—to other public universities. 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), then support strategies (M = 3.37), and finally global strategies (M = 3.36). However, teachers tended to focus little on reading-strategy instruction. The findings suggest that instructors should better promote various reading techniques to improve comprehension. Future studies should explore the long-term effects of clear cognitive strategy instruction in larger classroom contexts with bigger 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

Abstract

Professional development programs for in-service English teachers often emphasize assessment outcomes while overlooking teachers’ reflective experiences and professional confidence. This study investigates how reflection mediates the relationship between assessment-oriented training and meaningful professional growth in an English for Educational Professionals program. Employing a qualitative case study design, data were collected from 20 in-service teachers through reflective writings, test results, semi-structured interviews, and digital communication artifacts. The data were analyzed using thematic analysis informed by reflective practice, self-efficacy, and sociocultural theories. The findings reveal that reflective engagement enabled participants to reinterpret assessment experiences, leading to increased self-confidence, renewed learner identities, and emotional re-engagement with English learning. Institutional support and collaborative interactions further strengthened these outcomes. 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

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Abstract

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. It focuses on discourse-oriented analysis. Invoking an online discussion forum in Google Classroom, this study retrieved data from comments and replies from 7th-semester students of the Agricultural Mechanical Engineering Study Program for analysis. Data were analyzed using a qualitative discourse-oriented approach through a translanguaging lens. This study reveals that translanguaging to explain machine concepts and technical functions, linking technology with the needs of the Sambas community, shows critical evaluation and awareness of technological limitations, builds agreement and collaboration, and expresses humor 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.

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