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Inspiration : Instructional Practices in Language Education
Published by Universitas Islam Negeri Sumatera Utara
ISSN : 31232523     EISSN : 31231896     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Inspiration: Instructional Practices in Language Education is a peer-reviewed international journal published bianually by Magister Tadris Bahasa Inggris, Fakultas Ilmu Tarbiyah dan keguruan, UIN Sumatera Utara Medan, Indonesia. INSPIRATION is dedicated to serve as a forum for academicians and researchers who are interested in the discussion of current and future issues on second and foreign language education. Although articles are written in English, the journal welcomes studies dealing with education of languages other than English as well. Contributions are welcome in any suitable form, including conceptual paradigms, theoretical and qualitative or quantitative empirical articles, and review articles with clear pedagogical implications. INSPIRATION reviews only original manuscripts and does not review articles that have been published or are under consideration elsewhere.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 50 Documents
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SIMON SAYS GAME ON PRACTICING LISTENING SKILL: STUDENTS’ PERSPECTIVES Anggi Anggraini Nasution
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Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v1i1.12474

Abstract

This research was aimed to find out students’ perspective of Simon Says game for practicing their listening class. The subject of this research was students on grade VIII junior high school, in 2020 academic year. This research was conducted by using qualitative research. The data used in this research were; questionnaire, interview sheet and photography evidence. The questionnaire in this research consisted of six questions that related to Students’ perspective of Simon Says game for practicing their listening. The researcher distributed questionnaire for twenty five students in grade VIII-3 of MTsS Madinatussalam’s students. The researcher also did interview for some students. The researcher distributed six questions too in interview session to students that still related to students’ perspectives of Simon Says game for practicing their listening. The result of this research showed that almost all students have positive perspectives in Simon says game for practicing their listening. They agree that Simon Says game makes them easier to practice their listening in a fun way. They also agree that Simon says game can make their class atmospheres’ be active. They said they are being attractive while playing this game for listening practice class.  Keywords: Listening; Simon Says game; Students’ Perspective; Listening Practice; Listening Comprehension.
ENGLISH TEACHERS’ CHALLENGES IN IMPLEMENTING SCIENTIFIC APPROACH Ria Rahmiyanti; Hamzah Hamzah; Rusdi Noor Noor
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Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v2i2.19247

Abstract

Abstract : Scientific approach is a teaching strategy which is used in 2013 curriculum in Indonesia. This approach can be implemented in all subjects at senior high school include English. Although scientific approach offers significant effectiveness in teaching and learning process, there were still some challenges faced by English teachers in each five phases. This qualitative descriptive study   aims investigating and describing the challenges and solutions in implementing scientific approach experienced by English teachers in Senior high school in Jambi. The data were collected through interview with English teachers. The findings showed that the teachers faced some similar and different challenges in implementing it. Almost in each phase, the teachers faced challenges related to students’ low motivation in learning English because of some factors such as having limited number of vocabulary, getting difficult in constructing idea to do tasks and having no interest in the topics. Then, the teachers also try to do some solutions for solving all the challenges such as giving example from real life, motivating the students in learning English, give them reward or additional score for whom participate actively, listing new vocabulary, and allowing students to asking by mixing Indonesian and English.Key words: Scientific Approach, 2013 Curriculum, Challenges, Senior High School
THE UNRECORDED IDIOMATIC EXPRESSION OF LIO TRIBE IN FLORES ISLAND Maria Asriana Nenu; Darmawan Darmawan; Nur Syamsiyah Ekhsan
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Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v3i2.25792

Abstract

This research aims (1) to identify idiomatic expression used in traditional ceremonies (2) classifying the types of idiomatic expression, (3) and determining the most dominant of idiomatic expression, and (4) interpreting the meaning of idiomatic expression in traditional ceremonies of Lio tribe. The result of the research related to identify idiomatic expression used in traditional ceremonies shows that there are 15 idiomatic expressions used in the marriage ceremony, 3 idiomatic expressions used in the birth ceremony, and there are 5 idiomatic expressions in death ceremony. The result of classifying the types of idiomatic expression shows that there are 8 types of idiomatic expressions in the four ceremonies. The type of simile  appear 4  times, the type of binomials appear 1 time,  the type of trinomialas appear 3 times, the type of proverbs appear 1 time, the type of eupiesms appear 11 times, the type of appear cliche 2 time,  the type of  fix statements appear 4 times and the last one is the type of other language appears 1 time. The results showed that the most common idiomatic expressions are eupisem which appear 11 times.  The meaning of idiomatic expressions was translated based on lexical meaning, grammatical meaning, and idiomatic meaning.
The Effectiveness of ChatGPT on Students` Writing Ability at Indonesian Classroom Rezeky, Ayu Sri; Saragih, Lainatusshifa; Fadhillah, Tifani; Daulay, Sholihatul Hamidah
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27851

Abstract

This study aimed to determine the effect of using ChatGPT on students' writing skills, especially simple sentences in English. The background of this study is based on students' still low ability to write sentences with correct structure and grammar, especially in the use of Simple Present Tense. This study used a quantitative approach with a quasi-experimental design of the pretest-post-test control group design. The research sample consisted of two eighth grade classes at MTsS YMPI Tanjungbalai, namely class VIII-1 as the experimental class learning using ChatGPT and class VIII-2 as the control class learning using conventional methods, each consisting of 30 students. Data were collected through writing tests given before and after the treatment. The results of the analysis showed that the average post-test score of the experimental class was higher than the control class, and the t-test produced a significance value of 0.000 <0.05. This indicates a significant difference between the two groups. Thus, it can be concluded that the use of ChatGPT has a positive and significant effect on improving students' ability to write simple English sentences, especially in understanding the basic structure of Subject-Verb-Object and the application of Simple Present Tense.
DEVELOPING AND EVALUATING ISLAMIC-BASED ELT MATERIALS: A SYSTEMATIC REVIEW OF DESIGN PRINCIPLES, VALIDITY, AND CLASSROOM IMPACT Situmorang, Efriswan
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27765

Abstract

This systematic literature review synthesizes empirical research on Islamic-based English Language Teaching (ELT) materials to clarify (1) how such materials are designed, (2) how their validity and feasibility are evaluated, and (3) what classroom impacts are reported. Using a structured SLR procedure, the study searched Scopus for open-access, English-language journal articles (2015-2025) within social sciences and applied explicit inclusion/exclusion criteria through staged screening, yielding seven eligible studies. Data were extracted with a predefined framework and analyzed through qualitative descriptive synthesis and thematic analysis aligned to the review questions. Findings show that Islamic value integration is most often implemented through systematic development models (e.g., ADDIE/4D and related R&D procedures) and operationalized via contextualized values such as religious moderation, local wisdom (e.g., Acehnese/Minangkabau), project-based ethics (FAST), and multimodal digital resources. Evidence of validity and feasibility largely relies on expert judgment, teacher/student practicality feedback, and limited trials, with relatively few studies reporting transparent revision cycles or robust re-testing. Reported impacts most consistently include greater relevance, engagement, and perceived meaningfulness, while measurable language gains are documented less frequently, and long-term character outcomes remain under-instrumented. The review implies a need for more longitudinal/quasi-experimental evaluations, clearer value operationalization, and multidimensional outcome measures to enhance transferability across Islamic educational contexts.
A CRITICAL APPROACH TO DEVELOPING ENGLISH SPEAKING MATERIALS BASED ON ISLAMIC VALUES Harahap, Muhammad Danil
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27794

Abstract

English holds a strategic position in global communication, yet students' speaking skills remain limited. Widely used speaking materials often reflect external cultural values, lacking alignment with local contexts and moral education. This study aims to examine the development of English speaking materials based on Islamic values using a critical approach, focusing on both language mastery and character formation. This research employed a qualitative approach involving four English teachers and their instructional documents, including syllabi, lesson plans, and speaking activities. Data were collected through semi-structured interviews and document analysis. Findings reveal that teachers act as critical agents in developing materials through needs analysis, content selection, adaptation, value integration, and reflective evaluation. Speaking activities such as role-plays, discussions, and contextual dialogues effectively internalize Islamic values while enhancing communicative competence. A critical approach in developing Islamic value-based speaking materials creates contextual, meaningful, and ethically oriented language learning, highlighting teachers' role as reflective and critical practitioners.
ENVIRONMENTAL AWARENESS IN ELT: A CRITICAL DISCOURSE ANALYSIS OF THE ENGLISH FOR NUSANTARA GRADE IX TEXTBOOK Rajagukguk, Sahmiral Amri
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27841

Abstract

Environmental awareness has become an important goal in education as global environmental problems continue to increase. In English Language Teaching (ELT), textbooks play a key role in shaping students' understanding of sustainability and their attitudes toward nature. However, many textbooks present environmental issues only as moral lessons without encouraging critical thinking. This study aims to investigate how environmental awareness is represented in the Indonesian ELT textbook English for Nusantara for Grade IX. The research applies a qualitative design using Critical Discourse Analysis (CDA) and ecolinguistic perspectives based on Fairclough's three-dimensional model. The analysis includes both textual and visual data from three selected chapters that discuss wildlife conservation, environmental ethics, and upcycling. The findings show that the textbook uses eco-lexicons and positive imagery to promote empathy for nature but frames environmental responsibility mostly as individual action rather than collective or structural change. The study concludes that while the textbook encourages positive behavior and care for the environment, it still lacks critical eco-literacy that empowers students to question broader environmental and social issues.
MAPPING POLITICAL IDEOLOGY IN SOCIAL MEDIA NARRATIVES: A CRITICAL DISCOURSE ANALYSIS OF X (TWITTER) POSTS ON PRESIDENT PRABOWO USING VAN DIJK'S MODEL Ginting, Cindy Salsabila
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27850

Abstract

This study examines how political ideology and leadership are constructed and contested in X (formerly Twitter) posts about President Prabowo's international activities using Teun A. van Dijk's Critical Discourse Analysis model. Drawing on a qualitative corpus of posts from the president's official account, news media, and citizen commentators, the research analyses macro structures (dominant themes), superstructures (narrative and evaluative schemas), and micro structures (lexical, stylistic, and visual features) related to foreign visits. Purposive sampling and close textual analysis reveal three macro themes: heroic diplomacy and strategic partnership, which dominate official and media posts, and contested leadership, which is prominent in citizen commentary. The findings show that institutional discourses normalise an image of energetic, globally engaged leadership, whereas citizen posts use irony, colloquial language, and satire to reframe the same events as objects of critique, questioning priorities, competence, and the link between international visibility and domestic legitimacy. The study concludes that X functions as a hybrid arena where political legitimacy is co‑constructed by institutional actors and ordinary users in Indonesia's digital public sphere.
EXPLORING STUDENTS` PERCEPTIONS OF WRITING IN ENGLISH AS A FOREIGN LANGUAGE Hasibuan, Wildan As`at Taufik
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27871

Abstract

This study examines students' perceptions of writing in English as a Foreign Language, especially in terms of confidence, motivation, organization, and feelings toward writing. The research used a quantitative survey design and involved 16 students from the English Department at UIN SU, who participated voluntarily. Data were collected through a Likert-scale questionnaire containing ten statements about students' attitudes and challenges in English writing. The responses were analyzed descriptively using frequency and percentage data. The findings show that most students have positive perceptions of English writing. All students reported that they feel confident when writing and believe that writing helps improve their English skills. They also feel satisfied after completing writing tasks and agree that writing is important for their education. However, some students still experience difficulties, such as organizing ideas into coherent paragraphs, feeling stressed when working on long writing tasks, and being afraid of making mistakes. This indicates that although students value writing, they still face several cognitive and emotional challenges. Overall, the study suggests that writing instruction should not only improve language skills but also provide more support in organizing ideas, reducing anxiety, and increasing students' confidence in writing. These findings contribute to a better understanding of students' perceptions and support the development of more learner-centered EFL writing instruction.
POSTGRADUATE STUDENTS` PERCEPTIONS ON THE INTEGRATION OF TECHNOLOGY AND ISLAMIC VALUES IN ENGLISH LANGUAGE LEARNING AT ISLAMIC HIGHER EDUCATION Azmita, Sharmila; Lubis, Darliyati
INSPIRATION: Instructional Practices in Language Education Vol 4, No 2 (2025): INSPIRATION: Instructional Practices in Language Education
Publisher : Universitas Negeri Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/inspiration.v4i2.27729

Abstract

This study addresses postgraduate students' perspectives regarding the integration of technology and Islamic values in English Language Learning (ELL) within Islamic higher education in Indonesia. The primary aim is to comprehend how students perceive the interplay between digital innovation and moral education within their academic experience. A qualitative descriptive methodology was employed to gather data using questionnaires, which was subsequently augmented by semi-structured interviews with ten postgraduate students from Islamic universities. The qualitative design facilitated a comprehensive knowledge of students' experiences, attitudes, and ethical considerations. The results indicate that students exhibit robust digital proficiency, favorable attitudes towards technology utilization, and elevated ethical consciousness informed by Islamic principles. Nonetheless, the incorporation of Islamic principles into English education is patchy and differs among courses and teachers. Participants underscored the significance of integrating sincerity, discipline, and accountability into technology-driven learning activities. The research indicates that technology, when integrated with faith-based principles, can improve both language skills and ethical development. Thus, Islamic higher education institutions ought to formulate organized curricula and faculty development initiatives that foster ethical and value-oriented digital learning environments.

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