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Implementing Listen and Imitate Technique to Improve Pronunciation Skill Hasriani; Anwar; Mujahidah
Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

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.

The Application of Listen-Read-Discuss (L-R-D) Strategy to Improve Reading Skill at the First Grade of SMPN 10 Parepare Eralisa; Mujahidah
Inspiring: English Education Journal Vol 2 No 1 (2019): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This study aim to find out the difference in reading skill between students who are taught of using L-R-D strategy and without using L-R-D strategy at the first grade of SMPN 10 Parepare. Furthermore, its aim is to determine the effectiveness of the Listen-Read-discuss strategy in reading skill learning at the first grade of Junior High School 10 Parepare. This research is an experiment design using pretest posttest design. The population of this research was all classes VII of SMP Negeri 10 Parepare, with samples of class VII 4 was experiment class and class VII 3 was control class. Data was obtained by Barret’s taxonomy reading skill test. The validity used is the validity of items that are assisted by computer item program. Reliability using the alpha Cronbach formula obtained result of 0.93. the data analysis technique used T-test with a significance of 5%. Before the data analysis was carried out using t-test technique, the prerequisite analysis test was carried out in the form of data distribution normality test and variant homogeneity test. The results of the pretest and posttest calculation of both groups are normal and homogeneous. T-test analysis of pretest data in reading skill of the experimental group and the control group, obtained -0.930 and (sig 0.357>0.05). This result indicates the initial skill of the experimental group and the control group were the same or there were no significant differences between the two group. T-test result of posttest in reading skill of the experimental group and the control group obtained -3.505 and (sig 0.000< 0.05) based on these data the results of this research showed significant differences between groups taught using of Listen-read-discuss strategy and without Listen-read-discuss strategy. The result of analysis T-test of the pretest and posttest showed that Listen-read-discuss strategy was effective to improve reading skill at the first grade of SMPN 10 Parepare.

The Implementation of Blindfold Game to Improve Students' Vocabulary Mastery Harpia; Mujahidah; Ahdar
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

In studying English, the first component that has to learn is vocabulary. Someone who wants to master 4 language skills, he has to master a few words even everything. When learning listening, needs vocabulary, reading needs vocabulary, especially when learning to write, all needs vocabulary. That is the reason why the students have to master the vocabulary in learning English. This research was aimed to see the improvement of vocabulary mastery of students before and after learning process through blindfold game. The results of the research are useful for the teacher and students. The teacher should aware that it is important to supplied before teaching make the students more active in learning process. The researcher was conducted at MTs DDI Lil Banat Parepare, the sample of this research were the students of VIII.C class which is consisted 19 students. This research was used pre-test and post-test data. The result of this research showed that there was improving of students’ vocabulary mastery. Based on the analysis, the researcher found that Blindfold game is able to improve the vocabulary mastery. The students’ vocabulary mastery was improved significantly by mean score of the pre-test was 46.05 and the mean score of posttests was 78.57, they showed that the mean score in post-test was better that the mean score in pre-test. Thus, alternative hypothesis ( ) stating that Blindfold game could improve the students’ vocabulary mastery and could make the classroom be active.

Word Clap Game to Enhance Students' Vocabulary Mastery Evi Karmila; Mujahidah; Ahdar
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This study aims to see the improvement of vocabulary mastery students by using word clap game at the fourth grade of SDN 173 Tiroang Kabupaten Pinrang. The object is IV class which is consisted 25 students. The sample is taken by using classroom random sampling. The design is pre-experimental with pre-test and post-test design and questionnaire to know the students’ respond. The students did the pre-test, got the treatment, did the post-test and questionnaire in the last meeting. Then the criterion of vocabulary mastery of students about noun that consist of three points are memorize, pronounce and writing. It aimed to know whether using word clap game is able to improve students’ vocabulary mastery. The result indicates that there is improvement of the students’ vocabulary mastery. It is indicated by the students’ mean score of post-test (79,52) is greater than pre-test (43,83). Even, for the level significant (p) 5% and (df) = N-1=25-1= 24, and the value of the T- table is 1.710, while the value of t-test is 4.592. It means that, the t-test value is greater than t-table (4.592 ≥ 1.710). Thus, it can be concluded that the vocabulary mastery students is significant better after getting the treatment. The students’ response through the questionnaire by using scale likert also had concluded on the finding, the result showed all the students’ answered positive and most of them got 81-100; the students are very interest in learning English by using word clap game.

The Implementation of Cloze Procedure Technique in Enhancing Students' Reading Ability Hadijah; Amzah Selle; Mujahidah
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This research is intended to investigate the effect of cloze procedure technique in teaching reading ability to the second-grade students of Senior High School SMAN 3 Pinrang. The study’s object is the class from XI MIPA 1 which consists of 32 students. The study is conducted through two cycles with each cycle consisted of three meeting. While the score of the students in cycle 2 is higher that cycle 1. Close procedure technique is effective in teaching reading ability. Almost all of the students are able to answer the question. It also can be concluded that the students who were taught by using close procedure technique have a better performance than those who were not. The study finds that the students’ knowledge about reading was good. It covered students’ vocabulary and grammar was good. They also fair hasty in deliver their reading.

Enhancing Students’ Vocabulary Mastery by Using Bingo Game Nita Amanda Aprilia Nasrun; mujahidah
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Nita amanda aprilia. Enhancing Students’ Vocabulary Mastery by Using Bingo Game at the First Grade of SMPN 2 Kulo Kabupaten Sidrap(Supervised by Mujahidah and Ahdar.) Vocabulary is an important factor in all language English teaching. Many methods, strategies and technique had been used by the teacher, lecturers, and instructors in teaching vocabulary. Using Bingo game is suitable for the teacher in teaching vocabulary and it gives solutions for the teacher in teaching learning activities. This reaserch was aimed to see the enhancement of the students’ vocabulary mastery before and after the using of Bingo game on leaerning process. The result of the reaserch are useful for the teacher and students. The teacher should aware that it is important to supplied before teaching make the students more active in learning process. This reaserch was conducted at SMPN 2 Kulo Kabupaten Sidrap the population of this reaserch were the students of class VII Consisted 40 students and the sample of this reaserch were class VII.2 consisted 20 students. The sample was taken by using purposive sampling. The reasercher used pre-test and Post-test to collected the data. Based on data analysis, the researcher found that there is enhancement of the students’ vocabulary mastery at the first grade students of SMPN 2 Kulo Kabupaten Sidrap by using Bingo game, it was indicated by the students mean score of post-test (81.25) was greater than pre-test (51.25). Even, for the level of significant (p) 5% and df=N-1, df= 20-1=19, and the value of t-table 1.729, while the value of t-test is 4.26. it means that the t-test value is greater than t-table value (4.26 ≥ 1.729). Thus, it can be concluded that the students’ vocabulary mastery is significant better after getting treatment. So, the null hypothesis (Ho) is rejected.

The Teaching Vocabulary Through Students' Visual Spatial Intelligence Norzulya Aries; Mujahidah; Nanning
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

ABSTRACT Norzulya Aries,2020.Teaching Vocabulary Through Students’ Visual Spatial Intelligence at The Second year of MAN SidenrengRappang( Supervised by Hj. Nanning and Mujahidah). This research was aimed to investigate the teaching vocabulary through students’ visual spatial intelligence at the second year of MAN SidenrengRappang. The purpose of this research was to know is teaching vocabulary through students’ visual spatial intelligence able to enhance students’ vocabulary and are students interested in learning vocabulary through students’ visual spatial intelligence. This research took the second year focus on IX Mia 3 with 27 students as sample of MAN SidenrengRappang. This research was classified as quantitative research, where the instrument this research were test consist pre-test and post-test and questionnaire. The sampling technique of this research was random group sampling. In this research used pre-experimental design with one group pre-test and post-test The researcher found that: 1) teaching vocabulary through students’ visual spatial intelligence able to enhance students’ vocabulary. The students mean score of post-test more higher than pre-test, where the mean score of pre test 77,48 while the mean score of post test 83,70. Then the result of t-test was 3,76 was higher than value of t-table 1,706 and for the level significant 5% or 0.05 and degree of freedom (df) =26. Thus, the researcher concluded that teaching vocabulary through students’ visual spatial intelligence able to enhance students’ vocabulary. Furthermore, the nullhypothesis is rejected and the alternative hypothesis is accepted. 2) the students’ interested through the questionnaire also had concluded and most of them got 81-100 score with percentage was 83,76%. Based on the liker scale the student is very interested in learning vocabulary through students’ visual spatial intelligence. in concluded that teaching vocabulary thriugh students’ visual spatial intelligence able to enhance students’ vocabulary.

Integrative Motivation of Students in Learning English: Case Study on Rumah Bambu Pintar in Pinrang Nirwana; Nurhamdah; Mujahidah
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

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.

Analysis of Students’ Personality in Their Speaking Ability at Second Grade of SMPN 2 Parepare Miftahul Jannah; Mujahidah; Ali Halidin
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

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.

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.

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