Inspiring: English Education Journal
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.
Articles
114 Documents
<![CDATA[IMPLEMENTING LISTEN AND IMITATE TECHNIQUE TO IMPROVE PRONUNCIATION SKILL ]]>
<![CDATA[Hasriani]]>;
<![CDATA[Anwar]]>;
<![CDATA[Mujahidah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.828
<![CDATA[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.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ SIMPLE PAST TENSE MASTERY AND THEIR ABILITY IN TRANSLATING NARRATIVE TEXT AT THE FIRST YEAR OF SMA NEGERI 5 PAREPARE ]]>
<![CDATA[Masriani]]>;
<![CDATA[amzah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 2 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i2.830
<![CDATA[This research aims at to see the correlation between students? simple past tense mastery and their ability in translatingnarrative text in the first year of SMA Negeri 5 Parepare. The results of the research are useful for the teacher and students. The teacher will aware that it is important to teach simple past tense to the students before asking to translate the narrative text and the students also can be easier translate the narrative text when they master in the simple past tense. The subject of this research is X Mia 4 class which is consisted of 22 students. The sample was taken by using purposive sampling. The design in this research was descriptive quantitative by giving a grammar test and translation test. Grammar test consists of 15 numbers multiple choices about simple past tense and students were given a narrative text to translate. The result of the tests showed that there is a correlation between students? simple past tense mastery and their ability in translating narrative text. Students who had a high score in simple past also had a high score in translating narrative text but students who had a low score in simple past tense also had a low score in translating narrative text.]]>
<![CDATA[PROBLEM-BASED LEARNING STRATEGY IN IMPROVING STUDENTS’ SKILL IN PERFORMING A SPEECH ]]>
<![CDATA[Akib, Hilmiyah]]>;
<![CDATA[Ibrahim, Abd. Rauf]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.831
<![CDATA[This study focused on students? skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students? skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.]]>
<![CDATA[EVALUATING THE SCHOOL TEXTBOOKS FROM THE PERSPECTIVE OF STUDENTS ]]>
<![CDATA[Rahmayani]]>;
<![CDATA[Sani, Anwar]]>;
<![CDATA[Selle, Amzah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.832
<![CDATA[This research examined about the students? need on the textbook and whether it is fulfilled their needs. The purpose was to find out the textbook acceptablity by analyzing the students? needs on their textbook according to the students opinion on it. This research used triangulation method such as interview, questionnaire, and observation. The primary data was taken from the interview, while the questionnaire and observation used as supporter or secondary data. The reseacher used wants analysis to find the students? need. The questions of the interview and questionnaire were designed and developed according to the evaluation domains. As the findings showed that the textbooks that are used in several senior high school in Parepare can be considered acceptable.]]>
<![CDATA[PSYCHOLOGICAL BARRIERS AND THEIR INFLUENCE TOWARDS STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Wulandari, Wahyuni]]>;
<![CDATA[Juddah, Abu Bakar]]>;
<![CDATA[Sunubi, Abdul Haris]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.833
<![CDATA[The purpose of the research was to find out the influence of psychological barriers experienced by the students towards their speaking ability. This research employed quantitative descriptive method. The instruments used to collect data were questionnaire and speaking test. The subjects of the research were the students of class VIII.4 academic year 2016/2017. The data analysis revealed that the students experienced the medium level of psychological barriers. It was shown by the average score of the questionnaire which was 47. Besides, the students? ability in speaking English need to improve. The average score of the speaking test was 45. The simple linier regression formula discovered that t count = 1,21 > t table = 0,85. Hence, Ho was rejected and Ha was accepted which means that there was a significant influence of the students? psychological barriers towards their speaking ability.]]>
<![CDATA[USING OF RECIPROCAL QUESTIONING TO IMPROVE STUDENTS’ READING SKILL IN DESCRIPTIVE TEXT ]]>
<![CDATA[Amalia, Kiki Reski]]>;
<![CDATA[Muhammadun, Muzdalifah]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.834
<![CDATA[This research is aimed to investigate the students? reading skill in descriptive text by using reciprocal questioning. The design of the research was pre-experimental design with one group pre-test and post-test. The research used instrument test. The rate percentage in post-test was higher than the rate percentage in pre-test in teaching reading. It indicated by the students? mean score of post-test (58,07) in fair classification was greater than pre-test (52,11) in poor classification. The pre-test low category and post-test was high category. And the value of t-table was 1,706, while the value of t-test was 0,23. It means that the t-tabel value was greater than t-test (1,706 ? 0,23). The result of the research proved that by using of Reciprocal Questioning was not significant better to be used in teaching the students? reading. From the statement above, it can be said the alternative hypothesis (H1) was rejected and null hypothesis (H0) was accepted. It cannot be improved reading skill by using of Reciprocal Questioning technique.]]>
<![CDATA[INVESTIGATING OF VOCABULARY LEARNING STRATEGIES USED BY UNDERGRADUATE STUDENTS ]]>
<![CDATA[Suhaedi, Selpi binti]]>;
<![CDATA[Nanning]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.835
<![CDATA[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.]]>
<![CDATA[TYPES AND FACTORS CAUSING PLAGIARISM IN PAPERS OF ENGLISH EDUCATION STUDENTS ]]>
<![CDATA[Sulaiman, Rizkariani]]>;
<![CDATA[Sulastri]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 1 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i1.836
<![CDATA[The purpose of this study is to determine the type of plagiarism contained in student papers on the subject of Introduction to Literature and the factors causing students to do plagiarism. Researchers used descriptive quantitative research methods to answer both research questions. In this study, this type of plagiarism is examined using unpaid online applications and manuals to determine the type of plagiarism based on indicators of government regulation no. 17 year 2010. While the factors causing plagiarism obtained through the responses of respondents to a given questionnaire. Population in research is one semester student majoring in English Education. The total population was 50 students and the sample in the study was 44. The results of the study show that type 1 plagiarism is the most dominant type appearing in student papers, followed by plagiarism types 2, 3 and 4. Chapters 1 and 2 in most papers are chapters where the chances of plagiarism occur most often. Then, the factors that cause students to practice plagiarism are: a) lack of understanding how to cite and write references well so not confident in composing academic writing; b) limited access to referrals and c) student attitudes which often delay and hasten in completing tasks.]]>
<![CDATA[APPLYING CLASSROOM DESIGN CONCEPT TO INCREASE THE STUDENTS’ INTEREST IN LEARNING ENGLISH ]]>
<![CDATA[Misba]]>;
<![CDATA[Syarifuddin Tjali]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 2 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i2.837
<![CDATA[Classroom design is one of the important components in the learning process in the school which demands high innovation and creativity during the class. On the other hand, the teacher as a supervisor in the classroom should pay more attention to the influenced factors of the students? interest. One of the influenced factors comes from classroom design or environment. In this case, the researcher found that the teachers in SMA Negeri 7 Pinrang have been improving their teaching methods but they do not concern the classroom design. The objective of this research is to know whether the classroom design influences the students? interest or not in English learning activity of SMA Negeri 7 Pinrang. In doing this research, the researcher held intensive meeting related to designing the classroom to raise the students? interest in learning English and giving a questionnaire to the students to know their response. The result of this research showed there was a positive and significant influence of classroom design to the students? interest.]]>
<![CDATA[INCREASING VOCABULARY MASTERY OF THE FIRST YEAR STUDENTS OF SMP NEGERI 3 PAMBOANG THROUGH CONCEPT MAPPING STRATEGY ]]>
<![CDATA[nurfitri]]>;
<![CDATA[Abdul Haris Sunubi]]>
<![CDATA[ Inspiring: English Education Journal Vol 1 No 2 (2018): Inspiring: English Education Journal ]]>
Publisher : <![CDATA[Prodi Tadris Bahasa Inggris STAIN Parepare (IAIN Parepare) ]]>
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DOI: 10.35905/inspiring.v1i2.838
<![CDATA[This study is to see increasing vocabulary mastery of the first-year students of SMP Negeri 3 Pamboang through concept mapping strategy. The problems in this research are using concept mapping strategy able to increase students? vocabulary in the first-year students of SMP Negeri 3 Pamboang. This study aimed to know the students' responses toward concept mapping strategy in increasing vocabulary and to find out whether there is a significant increase of students? vocabulary achievement as a result of using concept mapping strategy. This study employed a quantitative research design which is a case study using pre-experimental design which applied (one group pre-test and post-test design). The study found out that there was an improvement of the students? vocabulary mastery after giving the learning process by using concept mapping strategy. It can be concluded that the students?vocabulary mastery is significantly better after getting the treatment. This study also provides a set of recommendation to avoid overlapped researches in education technology. ]]>
