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Muh. Firmansyah JN
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INDONESIA
Journal of English Education (Indolish)
Published by STKIP Darud Da'wah wal-Irsyad Pinrang
ISSN : -     EISSN : 3110817     DOI : -
Core Subject :
Journal of English Education (Indolish) is officially published by STKIP Darud Dakwah wal Irsyad Pinrang. This current journal is provided to share issues of English education among lecturers, students, teachers, educational practitioners, and observers. This journal focuses on several topics about English teaching, learning, and (applied) linguistics. This journal is published regularly twice a year, namely March and September. This journal is an Open-Access journal that can be visited by all users and can be free downloaded for manuscripts available on OJS.
Arjuna Subject : -
Articles 10 Documents
 1 
ANALYSIS OF READINESS IN TEACHING ENGLISH CLASS AT SMAN 8 PINRANG Wahyudi Wahyudi; Muh Firmansyah JN; Ahmed Sardi; Adi Isma
Journal of English Education Vol. 1 No. 1 (2025): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.178

Abstract

The purpose of the research is to find out how prepared teachers are in teaching english in their main classes at SMAN 8 Pinrang. This research uses a descriptive qualitative method with the population in this research being English teachers at SMAN 8 Pinrang. The samplingthecniqueused total sampling, so that a sample of 4 English teachers at SMAN 8 Pinrang was obtained. The data collection technique used in this research was interviews and checklist observation. Interview analysis research shows that English teachers have quite good preparedness, and this is proven by how they can overcome problems during the teaching and learning process in class. Such as when students just sit quietly without any initiative to participate actively in the learning process, the teacher chooses a reward method and punishment to induce students to be more active in the learning process.
ANALYSIS OF STUDENTS’ MOTIVATION IN CHOOSING ENGLISH PROGRAM AT IAIN PAREPARE Erniati Burhan; Mujahidah Mujahidah; Magdahalena Tjalla
Journal of English Education Vol. 1 No. 1 (2025): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.445

Abstract

This study aims to describe students' motivation in choosing an English Program at IAIN Parepare. Motivation has an important influence on learning outcomes that will help students get jobs that match their expectations and desires. This encourages students to be more selective in choosing study programs because it will affect their future of the students. The type of research used is descriptive qualitative research design in the form of qualitative content analysis. Researchers collected data using observation and interview methods. Data analysis was obtained from interview results. Respondents to this study were 20 PBI students, 5 from each odd semester class. the difference between this research is that previous research used quantitative research with questionnaires as a data collection method, while this study used qualitative methods in which data were collected through an interview process. The results of this study indicate that each student has more than one factor that influences or motivates them in choosing the English Program. Major selection factor found in this study is a source of information and influence, job characteristics, financial considerations, suitability and interest, psychological or social benefits, characteristics of majors, and feeling challenged. The most common responses regarding the factors influencing students in choosing an English Program in this study were suitability and interest.
STUDENTS' ENGLISH INTONATION ABILITY IN USE: A STUDY OF FOURTH SEMESTER ENGLISH DEPARTMENT STUDENTS AT IAIN PAREPARE Basmala Basmala; Abdul Haris Sunubi; Kalsum Kalsum
Journal of English Education Vol. 1 No. 1 (2025): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.451

Abstract

This study examines the proficiency level of fourth-semester EFL students at IAIN Parepare regarding their application of English intonation patterns. Intonation serves as a crucial element within pronunciation that significantly influences meaning conveyance and emotional expression during verbal communication. The research employed a quantitative descriptive approach involving twenty student participants. Data collection utilized two assessment instruments: a multiple-choice examination and voice recording tasks, each containing ten items focused on ascending and descending intonation patterns. Research findings indicate that students demonstrate "Fair" competency in English intonation usage, achieving mean scores of 58.5 on the multiple-choice assessment and 59.5 on the voice recording evaluation. Data analysis reveals that most participants encounter difficulties implementing descending intonation patterns, particularly at sentence-final positions. Contributing factors to these challenges include native language interference and habitual use of elevated pitch during daily communication, especially among students from Buginese cultural backgrounds. These research outcomes provide concrete insights into areas requiring enhanced emphasis within pronunciation instruction, specifically intonation components, to improve students' communicative effectiveness in English.
THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND SPEAKING ABILITY Nur Ayu Rijal; Syaiful Syaiful; Abdul Haris Sunubi; Nanning Nanning
Journal of English Education Vol. 1 No. 1 (2025): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.457

Abstract

The aim of this study is to find out the correlation between students grammar mastery and students speaking ability the 5th semester of English Education Program at IAIN Parepare . This research was carried out from April to May 2022, the sample in this study was the students 5th semester at IAIN Parepare, totaling 20 students. This is part of a population of 85 students. The purpose of this study was to Is there correlation between students‟ grammar mastery and students speaking ability the 5th Semester of English Education Program at IAIN Parepare. The research used grammar mastery test and speaking ability test. The method used is correlation analysis with a survey approach, the calculation uses the product moment correlation formula. The result of data analysis that there is no significant correlation or weak correlation between grammar mastery (X) and speaking ability (Y) the students 3rd semester of English Education at IAIN Parepare. It can be seen from the correlation coefficient value between variable X and variable Y is 0,303, thus the variable can be categorized as a weak category at the index person product moment 0.20-0.399. Then the variable contribution between grammar mastery (X) and speaking ability (Y) was 9.18%.
AN ANALYSIS OF EFFECTIVE METHODS FOR TEACHING ENGLISH PRONUNCIATION TO NON NATIVE SPEAKERS Fusvita Sari
Journal of English Education Vol. 1 No. 1 (2025): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v1i1.462

Abstract

This study aims to analyze effective methods for teaching English pronunciation to non-native speakers, addressing the challenges they face in mastering the phonetic nuances of the language. With the increasing globalization and the necessity for effective communication in English, the importance of pronunciation cannot be overstated. This research reviews various instructional strategies, including phonetic training, the use of technology-enhanced learning tools, and interactive speaking practices. A mixed-methods approach was employed, incorporating both qualitative and quantitative data collected from language learners and instructors across diverse educational settings. The findings indicate that a combination of traditional phonetic instruction and modern technological tools, such as mobile applications and online resources, significantly enhances learners' pronunciation skills. Additionally, the study highlights the effectiveness of immersive practices, such as shadowing and peer feedback, in fostering a supportive learning environment. The results suggest that tailored pronunciation instruction, which considers individual learner needs and preferences, leads to improved outcomes in pronunciation proficiency. This analysis contributes to the field of language education by providing insights into effective pedagogical approaches for teaching English pronunciation to non-native speaker.
ANALYSIS OF ENGLISH LEARNING DIFFICULTIES OF STUDENTS AT MTS PONDOK PESANTREN DDI PATOBONG Muh Afiz; Syaiful Syaiful
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.789

Abstract

Learning difficulties have significant impacts on students’ English learning capabilities. This study investigated students’ difficulties in learning English and the factors contributing to these difficulties at MTs Pondok Pesantren DDI Patobong. The methodology used in this research was qualitative descriptive design. The participants consisted of one English teacher and five students from class VIII.A. Data were collected through interviews and analysed using data reduction, data display and conclusion drawing techniques. The findings showed that the students experienced difficulties in three main aspects. First, in the cognitive aspect, students had limited vocabulary, which hindered their understanding of English words and meanings. Second, in affective aspect,  students experienced  difficulties to finish task independently. Third, in the psychomotor aspect,  students lacked  self-confidence in  speaking English and explaining the materials in English. The study further found that students’ learning difficulties were influenced by internal factors, especially low intrinsic motivation, and external factors related to school environment. However, English learning activities conducted in the school environment also contributed positively to students’ improvement in learning English.
THE READING COMPREHENSION: THE USE OF START SIMPLE STORIES EXTENSIVE READING METHOD AT SMAN 5 PINRANG Fahrul Fauzi; Muh Firmansyah JN
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.816

Abstract

Reading comprehension remains a fundamental skill in English learning because it determines students' ability to obtain information, identify main ideas, and interpret written texts. This study aimed to examine whether the Start Simple Stories Extensive Reading (SSS ER) method could improve the reading comprehension of tenth-grade students at SMAN 5 Pinrang. The study employed a quantitative pre-experimental design with a one-group pre-test and post-test model. The sample consisted of 29 students from class X.4 selected through purposive sampling because the class needed instructional support in reading comprehension. Data were collected through multiple-choice reading tests administered before and after the treatment. The findings showed a clear increase in students' achievement. The mean score increased from 45.86 in the pre-test to 82.07 in the post-test, while the standard deviation decreased from 14.52 to 7.74. The t-test value was 14.48, which was higher than the t-table value of 1.701. These results indicate that SSS ER was effective in improving students' reading comprehension. The method also encouraged students to read easier and more interesting texts independently without relying heavily on dictionaries.
STUDENTS' ERROR ANALYSIS IN COMPLETING TOEFL READING SECTION AT IAIN PAREPARE Wahyu Pradana T; Kalsum Kalsum
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.836

Abstract

This study analyzed students' errors in completing the reading section of the TOEFL test at IAIN Parepare and identified the factors that influenced those errors. The research responded to the need to understand specific reading-test difficulties faced by English Education students, particularly because TOEFL scores are commonly used for academic requirements and language proficiency evaluation. A descriptive qualitative design was employed. The participants were 28 English Education students selected through random sampling. The instruments consisted of TOEFL reading-section documentation containing 50 items and an interview guide. The data were analyzed through reduction, display, conclusion drawing, and percentage calculation. The findings showed that students made errors across all TOEFL reading aspects: main idea questions (62.14%), definition from structural clues (58.93%), tone, purpose, and course questions (65.00%), implied detail questions (67.86%), transition questions (66.43%), stated detail questions (63.57%), unstated detail questions (69.64%), and pronoun reference questions (65.48%). The most dominant error appeared in unstated detail questions. Interview results indicated that time management, unfamiliar vocabulary, and lengthy reading passages were the major factors influencing students' errors. The study concludes that TOEFL reading preparation should strengthen vocabulary mastery, skimming-scanning skills, and timed reading practice.
ANALYSIS OF STUDENT DIFFICULTIES IN WRITING THESIS IN ENGLISH EDUCATION PROGRAM AT IAIN PAREPARE Muh Riswan; Tulus Hermawan; Aswar Aswar
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.849

Abstract

Thesis writing is a central academic requirement for English education students, yet many students experience difficulties in converting ideas, research procedures, and academic language into a coherent thesis manuscript. This study aimed to describe the types of difficulties experienced by English Education Program students at IAIN Parepare in writing a thesis and to identify the factors that caused these difficulties. The study applied a descriptive quantitative design. Data were collected through a questionnaire administered to 25 seventh-semester students and analyzed using descriptive statistics, mean scores, and percentages. The findings show that academic difficulties were slightly more dominant than non-academic difficulties. Academic difficulties accounted for 51.68% of the total difficulty score and included academic writing style, grammatical rules, paraphrasing, and limited vocabulary. Non-academic difficulties accounted for 48.32% and included low motivation and limited feedback. The causal factors were also relatively balanced, with internal factors reaching 51.23% and external factors reaching 48.77%. The study concludes that thesis-writing support should integrate academic writing training, systematic feedback, vocabulary development, and stronger supervisory and institutional support.
IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH THE FOCUS ON FORM APPROACH Dea Amanda Putri; Dias Wahyu Rawikarani
Journal of English Education Vol. 2 No. 1 (2026): Journal of English Education (Indolish)
Publisher : STKIP Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/indolish.v2i1.851

Abstract

This study examined whether the Focus on Form (FonF) approach improved students' speaking ability at the second grade of MAN 2 Barru. The research responded to students limited oral practice, anxiety, grammatical inaccuracy, restricted vocabulary, and hesitation in classroom speaking. A quantitative pre-experimental one-group pre-test and post-test design was applied. Twenty students were selected from the second-grade population through simple random sampling. The instruments consisted of speaking tests and an observation checklist. The treatment used WH-question materials integrated with communicative practice and corrective feedback, including recast, elicitation, metalinguistic clues, clarification requests, and repetition. The findings showed that the students' mean score increased from 30.4 in the pre-test to 62.8 in the post-test. The standard deviation decreased from 7 to 3, indicating more consistent achievement after treatment. The t-test value was 3.19, which was higher than the t-table value of 1.743 at the 5% significance level. The results indicate that FonF significantly improved students' speaking ability, especially in fluency, vocabulary use, pronunciation, and grammatical accuracy.

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