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Inspiring: English Education Journal
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 9 Documents
 1 
Search results for , issue "Vol 6 No 2 (2023): Inspiring: English Education Journal" : 9 Documents clear
A Comparative Study of Authentic Listening Materials for Non-English Major College Students Puspita Puspita; Suswanto Suswanto
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5001

Abstract

Broadly listening, non-English major students encounter bigger difficulties in learning English because they have a shorter time indirectly contacting or using the language. An important factor that should be taken into consideration is the use of appropriate authentic listening materials in the classroom. The objectives of the research were aimed to investigate whether there is a significant difference in students' listening comprehension using audio media versus video media and to determine which of these media is effective in enhancing students' listening comprehension. This research used a quantitative method with a quasi-experimental design. It was conducted in two classes of first-grade students of State Polytechnic of Agriculture Samarinda as non-English major college students. The classes comprised class PPIIA as the experimental group using audio and PPIIB as the control group using video. The researchers used pre-test and post-test designs to collect the data. The result of the data revealed that there was a significant difference between students' listening comprehension using audio media versus video media. Teaching listening using video is more effective in enhancing students' listening comprehension because video can provide visually attractive and enjoyable listening practice for students in the classroom.
Profile of Wisdom and Knowledge Character on EFL Students Syukron Fajriansyah; Niken Saraswati
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5658

Abstract

In the character of the virtues of wisdom and knowledge contained in the five which include knowledge and wisdom, namely creativity, curiosity, love of strength, love of learning and perspective. The objective of this study is to provide a description of the strength of the character of the virtue of wisdom and knowledge of students who are also prospective English teachers. This study uses a survey method involving 91 respondents of prospective English teachers at one of university in Bandung, Indonesia. The data was gathered through the utilization of the Values in Action Inventory of Strengths (VIA-IS) instrument which was then analyzed using the Rasch Model. The results of the study indicate that the activity of reading scientific books to fill spare time is a character that is difficult for students to do. Meanwhile, the character will continue to find out about the information that is of interest, which is a character that is easy to implement. There are about 50.5% of respondents who tend to have a strong character in wisdom and knowledge, about 36.2% tend to be simple and 13.1% tend to be weak. Therefore, it is necessary to improve the process of strengthening the character of the virtue of wisdom and knowledge for prospective English teachers.
The Effectiveness of Classical Music Background in Teaching Writing Ishak; Wahyu Sultan; Nirwana Darwis
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5663

Abstract

This study discusses the effectiveness of incorporating classical music in teaching writing, using a quantitative research method. The research was conducted on 39 students from two groups in the fifth semester English Educational Program of IAIN Bone, with 20 students in the experimental group and 19 students in the control group. The researcher administered pretests, treatments, and posttests, and analyzed the data using mean score and t-test formulas. The results of the study indicate that the students in the experimental group who received treatment with classical music background showed improvement in their writing achievement compared to the control group, who received treatment without the classical music background. However, the improvement was not considered significant. Therefore, it can be concluded that the use of classical music background in teaching writing did not have a significant impact on the writing achievement of fifth-semester students in the English Educational Program of IAIN Bone.
Students’ Experiences toward Scripted and Unscripted Role Playing in Junior High School Ghorizah Romadhona; Ahmad Munir; Anifatul Rizqiyah
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5736

Abstract

This study has two main research objectives, namely, to find out the students’ experiences in scripted and unscripted role play and to find out which mode of role play, scripted or unscripted, better assist them to develop speaking competence. This research took two classes of seventh grades as the participant with each class had 34 students. Mixed qualitative and quantitative method was chosen to answer the research questions. The qualitative method used the observation and questionnaire as the instrument. The quantitative method used SPSS to test difference of speaking scores between the scripted and unscripted classes. One of the findings is that the students were doing well in preparing the role play such as, building sentences and understanding the role play card. Another finding is that they experienced difficulty during the role play performance. In evaluating role play, students got some positive impact. Also, the results showed that the students who did unscripted role play got better speaking scores than students who had scripted role play did. It can be concluded, even though they face some difficulties during the performance, students had some positive impact after doing role play and unscripted role play is better than scripted role play in assisting students speaking competence.
A Critical Review on the “Natural Order” of the Morpheme Acquisition: Three major Antithetical Views Hendra Bakti; Syahban Mada Ali
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.5951

Abstract

One of the most contentious and widely discussed studies in Second language acquisition (SLA) theories is the study of morpheme order, which is then renowned as the natural order. As the study generates a number of supports, this paper critically reviews the studies of natural order and presents three major antithetical views against the existing beliefs: the ignorance of other linguistic phenomena, the claim that accuracy is equal to acquisition, and the fatal flaw of overlooking the influence of L1 on L2.
A Corpus-Based Study of Grammatical Collocation on Asian EFL Learners Nirma Paris; Pratiwi Samad; Monsinee Namchan
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.6252

Abstract

This article presents a corpus-based study that investigated grammatical collocations. The study aimed to examine and analyze grammatical collocations employed by Asian EFL learners at Khon Kaen University in Thailand. An Asian learner corpus was built with 38,338 tokens from 20 academic writing papers of Asian EFL learners. The written learner corpus consists of Thai, The Chinese, Indonesian, and The Philippines of academic papers. CLAWS tagger, AntConc (Windows 3.4.4), and manual analysis were used to analyze the data. The results of the study found that grammatical collocations employed by Asian EFL learners at Khon Kaen University were 1,941 tokens of noun + preposition, 467 tokens of verb + preposition, 147 tokens of adjective + preposition, and none of preposition + noun was used in the papers. The study also revealed that the learners used similar prepositions in the top 10 frequency, but the arrangement order was different. In addition, there were a few of the same collocated words that used by the learners from each country.
Students’ Perception on the Use of Spotify to Improve Students’ Pronunciation Andini Amalia Ilyas; Nita Kaniadewi
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.6452

Abstract

English is the language that predominates in the world than other language. In order to communicate on a worldwide level, especially for academic and commercial objectives. There is a need for learners to acquire communication skills. Thus, learners should have a good pronunciation. Spotify is one of the media they can choose to learn, especially to improve their Pronunciation. The objective of this research was to explore students' perception toward the use of Spotify application to improve students' pronunciation and find out which features in Spotify are the most essential in improving their pronunciation. This research used descriptive qualitative and data collected through semi-structured interviews with ten respondents. The participants from pronunciation practice class batch 2019 in university Muhammadiyah Prof. Dr. Hamka. The participants were selected using purposive sampling. The results revealed that the students agree Spotify is suitable for improving pronunciation. They explain that the features on Spotify can support their learning, especially the lyric and making playlist features. They said listening to the music and seeing the lyrics can be effective in their pronunciation and creating their own playlists can increase their interest in listening to English songs. This research was expected to give a modern application to improve pronunciation.
Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms Nofvia De Vega; Rahayu
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.6611

Abstract

This study explored the experiences of students with technology-integrated English language instruction at two Indonesian universities, Universitas Borneo Tarakan (UBT) and Universitas Sawerigading Makassar (UNSA). The primary aim was to understand the influence of perceived autonomy, competence, relatedness, and motivation levels on English language learning outcomes. Utilizing a mixed-methods approach that combined survey data and thematic analysis of interviews, we found that students generally reported high levels of these factors. Minor differences were observed between UBT and UNSA in terms of perceived autonomy and competence-relatedness. Positive correlations were identified between these factors and improved performance in English language learning; for example, autonomy positively correlated with English learning outcomes (r = 0.60*), as did competence (r = 0.65*), relatedness (r = 0.62*), and motivation levels (r = 0.70*). These findings highlight the importance of fostering learners' sense of autonomy, competence building, and relatedness in technology-enhanced instruction settings to promote intrinsic motivation according to Self-Determination Theory (SDT). Further research is recommended to explore other potential influencing factors such as individual attitudes towards technology or external factors like teaching quality or course design.
Students Talking Time (STT) Technique to Elevate Speaking Skills in Senior High School Students Muhammad Ilham Ali; Ismail Ismail
Inspiring: English Education Journal Vol 6 No 2 (2023): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v6i2.6645

Abstract

This study investigates the efficacy of the Student Talking Time (STT) technique in enhancing the speaking skills of second-year senior high school students. Employing a Classroom Action Research (CAR) approach based on Kurt Lewin's cyclic design, the study comprises four phases: planning, acting, observing, and reflecting. Data collection methods include observations, questionnaires, and tests. The findings indicate successful implementation of the STT technique, meeting predefined criteria for success. In the diagnostic test, 12.5% of students achieved the minimal mastery level criterion of Indonesian school, rising to 43.75% in the first cycle's post-test and a remarkable 75% in the second cycle's post-test. Observations reveal increased student confidence and active participation in class discussions and conversations, reflecting improved speaking skills. Questionnaire results indicate high student interest (69.68%) in using the STT technique for speaking practice, with students acknowledging enhancements in their speaking abilities. In conclusion, this study demonstrates the effectiveness of the STT technique in enhancing the speaking skills of senior high school students, as evidenced by improved test scores, heightened confidence, and strong student interest in this teaching approach.

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