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Investigating of Vocabulary Learning Strategies Used by Undergraduate Students Selpi binti Suhaedi; Nanning
Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

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.

The Use of Round Robin Technique to Improve The Reading Comprehension at The Eight Year Students’ of SMP Negeri 1 Suppa Kab Pinrang Siti hasrina; Nanning; Mujahidah
Inspiring: English Education Journal Vol 1 No 2 (2018): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

To solve problem in the learning process, the researcher applied an innovative technique to improve the students’ reading comprehension. The researcher offered round robin technique as a technique to teach reading. The objective of the research are expected to find out whether or not the use Round Robin technique be able to improve the students’ reading comprehension and to know how is the students’ response toward the implementation of Round Robin technique in reading comprehension of the eight year students’ at SMPN 1 Suppa Kab.Pinrang.The result of this research was expected to be useful information in the English teaching and learning process especially in the reading teaching. This research applied pre-experimental method, with two group pre-test and post-test design. The samples of the research were consisted of 23 students from six classes taken from the population at the eight year students of SMP Negeri 1 Suppa Kab.Pinrang second semester in Academic Year 2017/2018.The result of the data analysis showed that the students’ reading comprehension was improved . It could be showed from The result of the t-obtained value (2.391) was higher than t-table value (2.074). Those indicated that H0 was rejected and Ha was accepted. It meant that the students’ reading comprehension was able to increase by using round robin technique.

THE STUDENTS’ PERCEPTION OF THE PROFESSIONAL ENGLISH TEACHER AT MA PP NURUL HAQ BENTENG LEWO KABUPATEN SIDRAP Bakri M. Alik; Nanning Nanning
Inspiring: English Education Journal Vol 2 No 1 (2019): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Everyone has the different perception or arguments about an object around them. So as students, they also have perception about their teacher especially to the English teacher. In every school there are some categories of the teachers namely the good teacher, bad, friendly and the professional teacher. As the professional teachers they should have or mastery four competencies namely, pedagogical competence, professional, personality and social competence. This study was aimed to know about the professional English teacher and the students’ perception of the professional English teacher. The objective of this research was to get the empirical data about the professional teacher and students’ perception. The population of the research consisted of sixty students of the first grade, the second grade and the third grade. The sample of the research consisted of 60 students. The research method used in the research was a qualitative and quantitative method (Mix-method) by using descriptive design. The data was collected through observation and questionnaire. Based on the calculation, the result of the data analysis showed that the students’ perception of the professional teacher got a good perception that it was included high category. In other words, the teacher at MA PP Nurul Haq Benteng lewo Kabupaten Sidrap was included in the professional teacher.

The Implementation of Cooperative Script Learning Model to Increase Students' Intensive Speaking Skill Nurfia R; Abdul Haris Sunubi; Nanning
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Intensive speaking is drills or repetitions focusing on specific phonological or grammatical points, such as minimal pairs or repetition of a series of imperative sentences, where learners are going over to practice some phonological or grammatical aspect of language. Cooperative script learning model is a learning where students work in pairs and take turns verbally summarizing the parts of the material being studied.The purpose of this research was to know the difference students’ intensive speaking skill before and after using cooperative script learning model atSMK DDI Parepare.The samples of this research were 23 students from XI TKJ (Teknik Komputer dan Jaringan) class and XI PMR (Bisnis Daring danPemasaran) class. The researcher used cluster sampling technique to decide the sample.The researcher used pre-experimental design in one group was given pre-test, treatment and post-test design.To collect the data, the researcher used tests that are pre-test and post-test. The researcher also gave observation.The result in this research was indicated that there was the improvement of the students’ intensive speaking skill. It was indicated by the students’ mean score of post-test (7) was greater than pre-test (5.5). Even, for the level significant (p) 5 % and df = 21, and the value of table is 1.721, while the value of t-test is 12.5. It means that the t-test value is greater than t-table (12.5 1.721). Thus, it can be concluded that the students’ intensive speaking skill is significant better after getting the treatment. So, the null hypothesis (H0) 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.

The Implementation of Observe and Remember Game to Improve Vocabulary Mastery Nurhikma; Ismail latief; Nanning
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This research was aimed to see the improvement of vocabulary mastery students after learning process by using observe and remember game at the eighth grade students of SMPN 2 Cempa Kabupaten Pinrang. The results of the research are useful for the teacher and students. In this research, the researcher used pre-experimental method. The population of this research was the eighth grade SMPN 2 Cempa. The sample was one class VIII.3 consisted of 21 students. The sampling technique in this research used classroom random sampling. In collecting the data, the researcher used instrument in form vocabulary test consisted of matching and multiple choice questions in pre-test and post-test. The researcher collected the data through giving pre-test, treatment, and post-test. The researcher also gave questionnaire to know the responses of students to observe and remember game. Based on the calculation, the result showed that the mean score of pos-test (84,04) was higher than the mean score of pre-test (63,09) and obtained that α= 0,05 and (df) = N-1 = 21-1= 20, and the value of the t-table is 1,72472, while the value of t-test was 13,09. It means that the t-test value is greater than t-table (13,09≥1,72472). Thus it can be concluded that the vocabulary mastery students was better after getting the treatment. So, the null hypothesis(H0) was rejected and the alternative hypothesis (Ha) was accepted. The second result of analyzed data that 84.23 of the students were interested in using observe and remember game, in other word most of them interested to apply observe and remember game. Based on the research result, it was concluded that observe and remember game was improve students’ vocabulary mastery at the eighth grade of SMPN 2 Cempa.

Increasing Students' Vocabulary Mastery by Using Stand Up Sequences Game Hisnairah Nasmawi; Nanning
Inspiring: English Education Journal Vol 4 No 1 (2021): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

This research to find out the whether or not the increasing of vocabulary by using stand up sequences game at the second year students’ of MA-Al Amanah Waikaya Kab Mamuju Tengah. In this research, the researcher used pre-experimental method with two objects pre-test and post- test design. The instruments of collecting data used in this research was translation, matching and multiple choice. The population was at the second year students of MA-Al Amanah Waikaya Kab. Mamuju Tengah with total number of student 60 students. But the researcher took XIB. Class as the sample that was taken by using random sampling. Thus, the number of sample were 24 students. They were giving treatment about vocabulary by using stand up sequences game. The result of the research showed the mean score of pre-test was 60,25 and the mean score of post-test was 88,95.while the t-test was greater than the t-table(11,93> 2.064). It showed that the H0 hypothesis was rejected and the H1 hypothesis was accepted. The conclusion is Stand up Sequences game is effective to Increase Students’ Vocabulary Mastery by Using Stand up Sequences Game at the Second Year Students’ of MA- Al Amanah Waikaya Kab Mamuju Tengah.

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.

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