Inspiring: English Education Journal
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.
Articles
145 Documents
<![CDATA[Integrative Motivation of Students in Learning English: Case Study on Rumah Bambu Pintar in Pinrang ]]>
<![CDATA[Nirwana]]>;
<![CDATA[Nurhamdah]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v3i2.2049
<![CDATA[This study aims to see the students’ integrative motivation at Rumah Bambu Pintar in Pinrang, the objective of this study is to get the empirical data of the integrative motivation of the students in learning English. The method used in this study is a qualitative method using observation, interview, and documentation.It aimed to know the students’ integrative motivation in learning English. Based on the result, it can be concluded that many students want to speak with native speaker and improve their skill in English, there were one students only want to speak with native speaker, and there were six students want to improve their skill in English such as; writing, listening, speaking, and reading. Many students want to improve their skill in speaking. The students learnt English because they want to know the adaption of word sounds, pronunciations, word orders, and another behavioral in English.]]>
<![CDATA[Analysis of Students’ Personality in Their Speaking Ability at Second Grade of SMPN 2 Parepare ]]>
<![CDATA[Miftahul Jannah]]>;
<![CDATA[Mujahidah]]>;
<![CDATA[Ali Halidin]]>
<![CDATA[ Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v3i2.2050
<![CDATA[The research aims is to how the students’ personality and do extrovert students get better speaking scores than introvert students in speaking ability. There are many students have basic in speaking because majority of the student study English in the course but some of student still lack speaking. One of the factors is from their personalities, such as self-confidence, nervous, and has personality extrovert and introvert. This study applies quantitative which employed descriptive quantitative research design. The data is started classifying students’ personality by using questionnaire and then the students’ speaking score by using test. The finding reveals that extrovert students get better speaking score than introvert students in speaking ability. In addition, the result of students’ speaking test showed that from the basic of determine the result by Mann Whitney This showed the Asymp.Sig> 0,05 so hypothesis accepted it can answer this second research question, which is to know do the extrovert students get better speaking score than introvert students in speaking ability.]]>
<![CDATA[Implementing Listen and Imitate Technique to Improve Pronunciation Skill ]]>
<![CDATA[Hasriani]]>;
<![CDATA[Anwar]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.828
<![CDATA[This study aims to find out the improvement of non-native English students in pronunciation by using Listen and Imitate technique. This technique was selected to enhance the students’ ability in pronouncing different sounds from their native language. Listening then imitating the sounds repeatedly will ease the students pronounced them perfectly. This research was quantitative which employed pre-experimental research with one group pretest-posttest design. The result of the pre test and post test was then compared to see the improvement of the Student’s pronunciation after the treatment using Listen and Imitate Technique. This study found out the use of listen and imitate technique was able to improve students’ pronunciation skill significantly. This study also provides a set of suggestion to overcome the students’ pronunciation problem.]]>
<![CDATA[The Correlation between Students’ Simple Past Tense Mastery and Their Ability in Translating Narrative Text at The First Year of SMA Negeri 5 Parepare ]]>
<![CDATA[Masriani]]>;
<![CDATA[amzah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 2 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i2.830
<![CDATA[This research aims at to see the correlation between students’ simple past tense mastery and their ability in translatingnarrative text in the first year of SMA Negeri 5 Parepare. The results of the research are useful for the teacher and students. The teacher will aware that it is important to teach simple past tense to the students before asking to translate the narrative text and the students also can be easier translate the narrative text when they master in the simple past tense. The subject of this research is X Mia 4 class which is consisted of 22 students. The sample was taken by using purposive sampling. The design in this research was descriptive quantitative by giving a grammar test and translation test. Grammar test consists of 15 numbers multiple choices about simple past tense and students were given a narrative text to translate. The result of the tests showed that there is a correlation between students’ simple past tense mastery and their ability in translating narrative text. Students who had a high score in simple past also had a high score in translating narrative text but students who had a low score in simple past tense also had a low score in translating narrative text.]]>
<![CDATA[Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech ]]>
<![CDATA[Hilmiyah Akib]]>;
<![CDATA[Abd. Rauf Ibrahim]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.831
<![CDATA[This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.]]>
<![CDATA[Evaluating the School Textbooks from the Perspective of Students ]]>
<![CDATA[Rahmayani]]>;
<![CDATA[Anwar Sani]]>;
<![CDATA[Amzah Selle]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.832
<![CDATA[This research examined about the students’ need on the textbook and whether it is fulfilled their needs. The purpose was to find out the textbook acceptablity by analyzing the students’ needs on their textbook according to the students opinion on it. This research used triangulation method such as interview, questionnaire, and observation. The primary data was taken from the interview, while the questionnaire and observation used as supporter or secondary data. The reseacher used wants analysis to find the students’ need. The questions of the interview and questionnaire were designed and developed according to the evaluation domains. As the findings showed that the textbooks that are used in several senior high school in Parepare can be considered acceptable.]]>
<![CDATA[Psychological Barriers and Their Influence Towards Students’ Speaking Ability ]]>
<![CDATA[Wahyuni Wulandari]]>;
<![CDATA[Abu Bakar Juddah]]>;
<![CDATA[Abdul Haris Sunubi]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.833
<![CDATA[The purpose of the research was to find out the influence of psychological barriers experienced by the students towards their speaking ability. This research employed quantitative descriptive method. The instruments used to collect data were questionnaire and speaking test. The subjects of the research were the students of class VIII.4 academic year 2016/2017. The data analysis revealed that the students experienced the medium level of psychological barriers. It was shown by the average score of the questionnaire which was 47. Besides, the students’ ability in speaking English need to improve. The average score of the speaking test was 45. The simple linier regression formula discovered that t count = 1,21 > t table = 0,85. Hence, Ho was rejected and Ha was accepted which means that there was a significant influence of the students’ psychological barriers towards their speaking ability.]]>
<![CDATA[Using of Reciprocal Questioning to Improve Students’ Reading Skill in Descriptive Text ]]>
<![CDATA[Kiki Reski Amalia]]>;
<![CDATA[Muzdalifah Muhammadun]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.834
<![CDATA[This research is aimed to investigate the students’ reading skill in descriptive text by using reciprocal questioning. The design of the research was pre-experimental design with one group pre-test and post-test. The research used instrument test. The rate percentage in post-test was higher than the rate percentage in pre-test in teaching reading. It indicated by the students’ mean score of post-test (58,07) in fair classification was greater than pre-test (52,11) in poor classification. The pre-test low category and post-test was high category. And the value of t-table was 1,706, while the value of t-test was 0,23. It means that the t-tabel value was greater than t-test (1,706 ≥ 0,23). The result of the research proved that by using of Reciprocal Questioning was not significant better to be used in teaching the students’ reading. From the statement above, it can be said the alternative hypothesis (H1) was rejected and null hypothesis (H0) was accepted. It cannot be improved reading skill by using of Reciprocal Questioning technique.]]>
<![CDATA[Investigating of Vocabulary Learning Strategies Used by Undergraduate Students ]]>
<![CDATA[Selpi binti Suhaedi]]>;
<![CDATA[Nanning]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.835
<![CDATA[The present study aimed to investigate Vocabulary Learning Strategies (VLSs) used by undergraduate students (S1) of 6th semester and how they learned or acquired VLSs. In addition, the study compares the use of VLSs between low and high achievers of undergraduate students that consisted of 30 students. An explanatory sequential mixed research method was implemented in this study. The corroboration was used employing a questionnaire adapted from Schmitt’s taxonomy (Classification of VLSs) as the instruments. As for the qualitative approach, the writer conducted interviews to explore how the students acquired VLSs. The research report showed that the mean score indicated the uses of Determination strategies are most frequently used by both of achiever. Likewise, the least frequently used vocabulary learning strategy was Social strategies (Consolidation). There were no great differences found in using vocabulary learning strategies between the low and high achievers and they learn the most frequently used strategy in several situations such as, course, organization, English club, media, and etcetera. Effective vocabulary learning and teaching strategies need to be incorporated into students’ vocabulary learning process.]]>
<![CDATA[Types and Factors Causing Plagiarism in Papers of English Education Students ]]>
<![CDATA[Rizkariani Sulaiman]]>;
<![CDATA[Sulastri]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Parepare ]]>
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DOI: 10.35905/inspiring.v1i1.836
<![CDATA[The purpose of this study is to determine the type of plagiarism contained in student papers on the subject of Introduction to Literature and the factors causing students to do plagiarism. Researchers used descriptive quantitative research methods to answer both research questions. In this study, this type of plagiarism is examined using unpaid online applications and manuals to determine the type of plagiarism based on indicators of government regulation no. 17 year 2010. While the factors causing plagiarism obtained through the responses of respondents to a given questionnaire. Population in research is one semester student majoring in English Education. The total population was 50 students and the sample in the study was 44. The results of the study show that type 1 plagiarism is the most dominant type appearing in student papers, followed by plagiarism types 2, 3 and 4. Chapters 1 and 2 in most papers are chapters where the chances of plagiarism occur most often. Then, the factors that cause students to practice plagiarism are: a) lack of understanding how to cite and write references well so not confident in composing academic writing; b) limited access to referrals and c) student attitudes which often delay and hasten in completing tasks.]]>
