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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 163 Documents
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Example-Based Grammar Instruction for English Tense Learning: A Usage-Based Study in Malaysian Tahfidz Education Kanza Ayomi Negara; Ima Mutholliatil Badriyah; Munirah Bt Ab Ghani
Inspiring: English Education Journal Vol. 9 No. 2 (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.v9i2.18199

Abstract

This study examines the effectiveness of example-based grammar instruction (EBGI) in improving English tense mastery among Malaysian tahfidz students. Limited research has investigated the use of a single representative template sentence as the primary instructional scaffold for teaching English tenses in tahfidz or comparable Islamic educational settings. Grounded in Usage-Based Language Theory, EBGI was implemented as a five-step procedure in which students analyzed a model sentence and generalized its grammatical pattern to produce similar constructions. A one-group pretest-posttest design involved 13 students at a private tahfidz secondary school in Selangor, Malaysia. Data were collected using a 20-item multiple-choice grammar test administered before and after two instructional sessions and analyzed using descriptive statistics, a paired-samples t-test, Cohen’s dᶻ, and normalized gain (N-Gain). Mean scores increased from 43.46 (SD = 14.34) on the pretest to 53.08 (SD = 15.35) on the posttest. However, the difference was not statistically significant, t(12) = -1.720, p = .111. The effect size was modest (dᶻ = .477), while the mean N-Gain score (0.125) was categorized as low. These findings provide preliminary evidence of the potential pedagogical value of EBGI for English tense learning, although its effectiveness could not be established under the conditions of this study. Further research should employ larger samples, control groups, longer treatment periods, and production-based assessments.
Why University Students Struggle with TOEFL Reading? A Qualitative Study in a Reading Classroom Ishak Ishak; Herman Resyadi; Siska Mandalia
Inspiring: English Education Journal Vol. 9 No. 2 (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.v9i2.18213

Abstract

This study aimed to explore why university students struggle with TOEFL Reading in a reading classroom. Employing a qualitative case study design, the study involved 23 university students enrolled in a reading course. Data were collected through an open-ended questionnaire and analyzed using an interactive model. The findings revealed five interconnected themes underlying students’ difficulties with TOEFL Reading: (1) linguistic challenges, particularly limited vocabulary and complex sentence structures; (2) cognitive challenges in comprehending and interpreting academic texts; (3) time management and test-taking challenges; (4) students’ reading strategies and their perceived effectiveness; and (5) students’ perceptions of classroom support and expectations for improving TOEFL Reading instruction. The findings indicate that students’ difficulties develop progressively, from linguistic limitations to cognitive and test-taking challenges, which subsequently affect their confidence and reading performance. The study suggests that effective TOEFL Reading instruction should integrate vocabulary development, higher-order reading comprehension, strategic reading instruction, and authentic TOEFL practice to better prepare students for standardized English proficiency tests.
Pedagogical Translanguaging in Multilingual EFL Classrooms: Evidence from an Indonesian Islamic Higher Education Yessicka Noviasmy; Raodhatul Jannah
Inspiring: English Education Journal Vol. 9 No. 2 (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.v9i2.18233

Abstract

The growing multilingual environment of Islamic higher education provides a valuable context for examining how students draw on multiple languages in English as a Foreign Language (EFL) learning. This study investigates translanguaging practices among students in the Arabic Language Education Program at Institut Agama Islam Negeri (IAIN) Parepare, with particular attention to the use of Arabic, Indonesian, and English in classroom interaction. Adopting a qualitative case study design, the study collected data through classroom observations, semi-structured interviews, and document analysis involving 28 students and one English lecturer. The findings show that students strategically used Arabic for conceptual support, Indonesian for negotiating meaning, and English for language production. These translanguaging practices facilitated vocabulary comprehension, collaborative learning, the activation of prior linguistic knowledge, and classroom participation. Both students and the lecturer generally perceived translanguaging as a beneficial pedagogical strategy that supported comprehension and increased students’ confidence in EFL learning. The study demonstrates that translanguaging can serve as a pedagogical resource in multilingual EFL classrooms when Arabic and Indonesian are strategically mobilized to support comprehension and interaction while preserving meaningful opportunities for English production. These findings suggest that EFL lecturers in multilingual Islamic higher education can productively integrate students’ existing linguistic repertoires into classroom practices rather than treating languages other than English merely as sources of interference.

Page 17 of 17 | Total Record : 163

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