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Inspiring: English Education Journal

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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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Using Humor Story to Enhance Students' Speaking Skill Nisra; Mujahidah
Inspiring: English Education Journal Vol 4 No 1 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This research was aimed to see the enhancing students’ speaking skill at the tenth grade of SMA Negeri 07 Pinrang. the aim of this research is to get the empirical data of the differences between students’ score of speaking test who were not taught by using humor story and the students who taught by using humor story. The population of this research comprises 271 students is and the sample of the research X IPS as the experimental class comprises 29 students and X MIPA as the control class comprise 33 students. The research method used in this research was quasi-experimental, with a nonequivalent control group design. The data was collected through pretest, posttest, and questionnaire. It aimed to know whether humor story in teaching speaking can enhance students’ confidence in speaking. Based on the calculation, the result of the data analysis by using t-test showed the value of t-test (to) was higher than t-table (tt), to > tt = 3.673 > 1.699, in a significant degree of 0.05 (5%). As the statistical hypotheses show, if t-test (to) > t-table (tt) in a significant degree of 0.05 (5%), it means that the whole brain teaching (Ha) is accepted and the Null Hypothesis (Ho) is rejected. In conclusion, humor story can improve students’ confidence in speaking.

Improving Students' Reading Comprehension through Read, Encode, Annotate and Ponder (REAP) Technique Andi Hapsa Mulinda; Saepudin
Inspiring: English Education Journal Vol 4 No 1 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Reading is very important comprehension in learning English. There are many techniques that can be used by teachers to improve the students’ reading comprehension, but there are many obstacles they have in using learning technique. The problem arises when many students got bored in reading. They have limited vocabularies which make them have low motivation to read the text. To solve this problem, the researcher used read, Encode, Annotate, and Ponder (REAP) technique as a technique to improve the students’ reading comprehension. This technique was chosen to find out the main idea in the story reading assignment and also make students were active in the class. The purpose in this study was to find the students’ reading comprehension before and after the learning process by using Read, Encode, Annotate, and Ponder (REAP) technique. The design in this research was pre-experimental with pre-test and post-test design. The population of this research was the eighth grade students of MTs Guppi Kaluppang Kab. Enrekang. There are 41 students and they were divided into two classes. The sample was taken by using random sampling technique. The researcher took the class VIII A which was consisting of 20 students as the sample in this researcher. The result in this research was indicated that there was improvement of the students’ reading comprehension. It was indicated by the students’ mean score post-test (88,45) was greater than pre-test (51.00). Even, for the level significant (p) 5% and df = 19, and the value of table is 1.729, while the value of t-test is 19.60. It means that the t-test value was greater than t-table (19.60 ≥ 1.729). Thus, it can be conclude that the students’ reading comprehension is significant better after getting the treatment. The students’ response through the questionnaire also had calculated on the finding, the result showed all the students’ answered positive and most of them got 50%-74.99%. The main score of the students was 71.45 from 20 students which was categorized responsive.

The Influence of Reinforcement to Motivate the Students in Learning Speaking Rusnaini usman; Amzah; Magdahalena Tjalla
Inspiring: English Education Journal Vol 4 No 1 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This research was conducted to examine the effectiveness of reinforcement to motivate the students in learning speaking at SMPN 3 Batulappa. kab pinrang.This research used a pre-experimental method, by one group pre-test and post-test design. There were two variables they were independent variable the use of reinforcement strategy and dependent variable that is the students’motivation in learning speaking. The population of this research was a SMPN 3 Batulappa kab.pinrang, in academic year 2019/2020 which consists of one classes. The sample of this research was take one class of the population was class VIII.1 . In collecting data on students’motivation in learning speaking The researcher given pre-test before treatment, and post-test after treatment.The result calculation of mean score pre-test of students was 37.85 and mean score post-test of students was 67.85 it showed that the students speaking was increased. The result finding that score of t-test value was 4,51 while the score of t-table value was 1.725 for the level significance 0,5 degree of freedom 20. It showed that the alternative hypothesis (Ha) was accepted, which the t-test value was greater than t-table value. Besides. It meant that the reinforcement was interested for the students in learning speaking. Based on data analysis, the researcher concluded that using reinforcement able to motivate the students in learning speaking at SMPN 3 Batulappa kab pinrang.

INTEGRATING OF LOCAL CULTURE-BASED INSTRUCTION IN TEACHING SPEAKING CLASSROOM AT THE THIRD SEMESTER STUDENTS OF UNIVERSITAS TOMAKAKA MAMUJU Abdul Rahman R; Syahban Mada Ali; Badriah
Inspiring: English Education Journal Vol 5 No 1 (2022): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This study aims to explore an integration of local culture in teaching speaking for enabling students to speak English practiced in EFL classroom. It employs a descriptive study using a purposive sampling technique and taking 76 respondents from EFL university students. The questionnaire and interview were used to collect data on the perception of EFL university students on the integration of local culture in the process of learning, and observation was applied to gain the data on the EFL students’ interaction on integrating local culture-based instruction. The result of the study shows that students' speaking on the integration of local culture-based instruction in teaching speaking classroom in Indonesian EFL classroom fall into 3 categories:(1) highly understanding of local culture (HULC); (2) moderately understanding of local culture (MULC); (3) low understanding of local culture (LULC). This research is expected to be a reference for teachers’ professional development especially teachers’ capacity in teaching speaking classes.

An Analysis of Students' Critical Thinking in Speaking Through Debate at English Meeting Club of MAN 2 Parepare St Maimuna Azis; Abd Rauf Ibrahim
Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

The purpose of the research is to describe the students’ critical thinking. The research is adescriptive method which aims to categorize the students’ critical thinking level and involvethe participant of students’ English meeting club. The instrument for collecting data of theresearch is rubric scoring of students' critical thinking based on Ficione which includesinterpretation, analysis, inference, evaluation, explanation, and self-Examination in debatemethod. The result revealed that average percentage of all items in the first meeting till thethird meeting were at a fair with a high percentage Interpretation 50%, Analysis 56.2%,Inference 50%, Evaluation 56.2%, Explanation, 56.2% and Self-Examination 62,6%. On theother side, the students’ critical thinking dominated at weak level. Even if it is not showingthe significant improvement but, in every meeting, the students that conclude in weak levelwas subtracted in 75% to 68.8% and last 62.5% as well as the students in Acceptable levelthere are two students arise in the last meeting. Thus, it can be concluded that the students’critical thinking of the English meeting club of MAN 2 Parepare was the majority in the weaklevel.

Classroom Discourse Analysis on Language Interaction at The First Level Class of STAR English Course Parepare Kasmiati Usman; Mujahidah
Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Language is taking a place as the main connector among the teacher and students in the teaching-learning process. The study of language that is related to teacher’s language interaction in classroom teaching is called classroom discourse analysis. Study on classroom discourse structure firstly introduced by Sinclair and Coulthard by developing a model of discourse involving five levels in hierarchical order - from the lowest to the highest acts, move, exchange, transaction and interaction unit where the higher unit contains the lower ones.This research aimed to know what kind of the act structure that the students and teacher used in the Classroom based on Sinclair and Coulthard Rank Scale, also needed to be known which one of them dominantly used in interaction. The result of the research found that there were several types of Act Structure used in the Classroom interaction such as Marker, Starter, Elicitation, Check, Directive, Informative, Prompt, Clue, Cue, Bid, Nomination, Acknowledge, Reply, React, Accept, Evaluate, Silent Stress, Meta statement, and Conclusion. The total numbers of Act Structure in the observation which have been done are 652 acts. Then, the type of Act Structure dominantly used is Elicitation (/el/) which around 14,7 % dominated the classroom interaction.

The Effectiveness of Mnemonic Keyword Method to Improve Students' Vocabulary Mastery at The First Year of SMP Negeri 12 Parepare Mutmainnah Nasri
Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This script was conducted to examine in teaching vocabulary by using the mnemonic keyword method in improving students’ vocabulary mastery at first-year SMP Negeri 12 Parepare. This script used a quasi-experimental design. The population of this script was class VII at SMP Negeri 12 Parepare that comprises 103 students. The writer had chosen two classes as the sample by using a purposive sampling technique, one class as an experimental class and one class as the control class where quantity is 50 samples, 25 students in the experimental class and 25 students in the control class. The research findings show that there are significant differences in vocabulary mastery between students who are taught using the mnemonic keyword method and those who are not taught by using these methods in the first year of SMP Negeri 12 Parepare. This can be seen from the result show that the t-test value of the experimental class (13,05) was greater than the t-test value of the control class (9,03) it means that the alternative hypothesis (Ha) concluded that the mnemonic keyword can improve vocabulary mastery students’.It was concluded that the null hypothesis (H0) was rejected. And also, it can be seen from the average pre-test and post-test scores in the experimental class that is 57,44 and 76,88 (19,44) while the pre-test and post-test average score in the control class are 58,08 and 72,8 (14,72) with a large value of the treatment are 4,72. It can be concluded that the mnemonic keyword method is an effective method that can be used in teaching vocabulary mastery learning.

The Teachers’ Technique in Teaching Speaking Skill St ainun pratiwi Nasaruddin; Bahtiar
Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

The purpose of the research was to analyze the teachers' technique in teaching speaking Englishand to find out the students' speaking skill at Second Grade of Smk Negeri 3 Parepare. Theresult of the study is beneficial for teachers and students because they will get properinformation about teachers' technique in teaching speaking English and it can be a reference tofind out a suitable method in another teaching process. Two English teachers and 58 studentswere the first and second samples of the study. The researcher method was Mix Method, itanswers the question in this research with qualitative and quantitative. Interviews anddocuments were used to collect the data. Analyzing the data, the researcher found that theteachers’ techniques in teaching speaking skill at Second Grade of Smk Negeri 3 Parepare wereretelling and discussion, it clearly found as effective techniques which could develop thestudents' speaking skill.

Using Macromedia Flash Application to Improve Students’ Vocabulary Mastery Sitra Hamsi Padaloi Hamsi; Nanning
Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This research aims to determine whether the use of the Macromedia flash application in the learning process can improve vocabulary mastery at the seventh grade of SMPN 4 Mattiro sompe Kab. Pinrang. Using media in teaching has the main aim, namely to make it easier for students to understand the material given, improve students’ understanding and mastery of vocabulary effectively and efficiently and can increase student interest in learning English. In this research, the researcher used pre-experimental design comprising pre-test and post-test, which is the different between pre-test and post-test scores is influenced by the treatment given to student. The success of the treatment is determined by comparing pre-test and post-test score. In the collecting data, the researcher used an instrument test that comprises pre-test and post-test. The result showed that Macromedia flash application can improve students’ vocabulary mastery. It showed by the students’ mean score of post-test (81.91) was greater than pre-test (59.82). Even, for the level significant (p) 0.05 and df: 22, and the value of t-table is 1.717 while the value of t-test is 14.43. It means that the value of t-test is greater than the value of t-table (14.43 ≥ 1.717). Thus, it can be concluded that the students’ vocabulary is significantly better after getting treatment by using Macromedia flash application. So, the null hypothesis (H0) was refused and the alternative hypothesis (H1) was accepted. The results of the questionnaire show that there are several problems faced by students in increasing their vocabulary, including students having difficulty understanding vocabulary without objects, memorizing vocabulary, making students difficult to understand vocabulary and students having difficulty understanding the pronunciation of words when learning English.

The Source Of Error in Translation Munawir
Inspiring: English Education Journal Vol 4 No 2 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Based on the preliminary study, most students made error in writing abstract especially in translating Indonesian language into English language. Therefore, the aim of this research was to find out the sources of translation error and the dominant of source of error. This research used a descriptive method. In getting the data, this research applied a purposive sampling technique and the data of this research was taken secretly. The subject of this research was 61 abstracts of theses and dissertation taken from various universities in Makassar and analyzed by using error analysis technique. The result of the research showed that in the sources of translation error, the most error made by the students was Syntactic with 120 errors (62.1%) Lexical with 42 errors (21.7%), Unclassified with 17 errors (8.8%), and the least was Morphological aspect with 14 errors (7.2%). It can be concluded that the dominant source of error was the syntactic aspect.

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Home Page

OAI Link

Editorial Team

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Reviewer

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Contact Name M ALI RUSDI

Contact Email saojurnal@iainpare.ac.id

Phone +6285257099481

Journal Mail Official saojurnal@iainpare.ac.id

Editorial Address Jl. Amal Bakti Soreang IAIN Parepare

Location Kota pare pare, Sulawesi selatan INDONESIA

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Contact Name
M ALI RUSDI

Contact Email
saojurnal@iainpare.ac.id

Phone
+6285257099481

Journal Mail Official
saojurnal@iainpare.ac.id

Editorial Address
Jl. Amal Bakti Soreang IAIN Parepare

Location
Kota pare pare,

Sulawesi selatan

INDONESIA