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M ALI RUSDI
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saojurnal@iainpare.ac.id
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+6285257099481
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INDONESIA
Inspiring: English Education Journal
ISSN : 26208350     EISSN : 27212130     DOI : https://doi.org/10.35905/inspiring.v2i1
Core Subject : Education,
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 114 Documents
Increasing Students' Speaking Ability by Using Magic Disc Billasari Sari
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.017 KB) | DOI: 10.35905/inspiring.v3i1.1317

Abstract

This study is aimed to see the improvement of speaking skill students before and after learning process through magic disc at the first grade of SMAN 4 Barru. The result of the research are useful for the teacher and students. The teacher should aware that is important to supplied before teaching and the students also can be easer to express their ideas, make the students more active in learning process.The subject of the study is X IPS.2 class which consisted 25 students. The design in this was pre-experimental with pre-test and post-test design. The students did the pre-test, got the treatment and did the post-test. Then the criterion of this research is the speaking skill students about telling their story that consist of four points are, fluency, accuracy, content and pronunciation. It aimed to know whether through magic disc is effective to increase students speaking ability.The first result of the data analyzed that the students’ achievement on the pre-test was (4,8) and post-test was (5,7) This showed that magic discwas a good media in English learning process at SMAN 4 Barru. After analyzing the data by using the t-test formula, the result of the t-test value (7,09) is bigger than the t-table value (1,7108)
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.654 KB) | DOI: 10.35905/inspiring.v3i1.1319

Abstract

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.
Using Toongue Twister Technique to Improve Students' Pronunciation Ability Nur Trisna Juniarti; Amzah; Magdahalena
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (257.107 KB) | DOI: 10.35905/inspiring.v3i1.1324

Abstract

This study was aimed to see the Improving Pronunciation Ability at the first-grade students of SMK Negeri 2 Parepare. The objective of this research is to get the empirical data of the differences between students’ scores on pronunciation tests who were taught by using tongue twister technique and the students who were not taught by using tongue twister technique. The population of this research consists of 69 students and the sample of the research X Listrik A as the experimental class consists of 35 students. The research method used in this research was a quantitative method using a quasi-experimental design (nonequivalent control group). The data was collected through pretest and posttest. It aimed to know whether the tongue twister technique in teaching pronunciation can improve students’ pronunciation ability. 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 = 3.0 > 1.667, insignificant degree of 0.05 (5%). As the statistical hypotheses show, if ttest (to) >ttable (tt) insignificant degree of 0.05 (5%), it means that the tongue twister technique (Ha) is accepted and the Null Hypothesis (Ho) is rejected. In conclusion, tongue twister technique is able use in teaching pronunciation.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (223.619 KB) | DOI: 10.35905/inspiring.v3i1.1434

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.326 KB) | DOI: 10.35905/inspiring.v3i2.1452

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (158.922 KB) | DOI: 10.35905/inspiring.v3i2.1453

Abstract

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 Effect of Guided Question in Enhancing The Students’ Writing Skill Andhiny Angelia Vitriani; Amzah
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.587 KB) | DOI: 10.35905/inspiring.v3i2.1454

Abstract

Andhiny Angelia Vitriani, 2020. The Effect of Guided Question in Enhancing The Students’ Writing Skill at the Second Grade of SMPN 1 Parepare (Supervised by Amzah and Mujahidah). This research was aimed to find out the effect of guided question to enhancing the students’ writing skill at the second grade of SMPN 1 Parepare. The purpose of this research was to know is guided question is effective to to enhance students’ writing skill and to know how students’ achievement in writing skill after taught by using guided question. This research took the second grade of SMPN 1 Parepare with 37 students as sample. This research was classified as quantitative research, where the instrument this research were writing test consist pre-test and post-test . The sampling technique of this research was cluster sampling. In this research used pre-experimental design with one group pre-test and post-test The researcher found that guided question was effective to enhance students writing skill, the students were able to show a sign progress especially: well began to construct sentences, showed a fairly good link between topic and whole content, and, showed a fairly good connected between sentences each other. Based on the calculation, the result of the data analysis by using t-test showed the value of t-test (to) was higher than ttable (tt), to > tt = (11.54 > 1.69) in significant degree of 0.05% (5%). It means that the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (Ho) is rejected. In conclusion, There is significant effect of Guided Question to enhance student’s writing skill or Guided Question Technique was effective to enhance students’ wrting skill. Keywords: Teaching Writing Skill, Guided Question
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.291 KB) | DOI: 10.35905/inspiring.v3i2.1457

Abstract

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.
Enhancing The Students’ Speaking Skill Through Peer and Self Assessment Method Zam-zam Adam; Ali Halidin
Inspiring: English Education Journal Vol 3 No 2 (2020): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (158.989 KB) | DOI: 10.35905/inspiring.v3i2.1462

Abstract

The purpose of this research was to find out the effectiveness of peer and self-assessment in enhancing students’ speaking skills at the second-grade students of SMA 3 Parepare. The subject of this research was the XI IPA 1 class which is consisted of 28 students. The sample was taken by using cluster sampling. The design of this research was pre-experimental with pre-test and post-test design. The researcher gave pre-test and post-test to know whether implementing peer and self-assessment methods can improve students’ speaking skills or not. The result of this research indicates that there was an improvement in the students’ speaking skills. It was shown in the students’ mean score of post-test (62.8) that was greater than the pre-test (19.5). Even, for the level significant (p) 5% and df = 27, and the value of the table is 1.703, while the value of the t-test is 1.825. It means that the t-test value is greater than the t-table (1.825 ≥ 1.703). Thus, it can be concluded that the students’ speaking skill is significant because previously the students’ speaking skill was low and after implementation peer and self-assessment methods there have been differences or development of speaking after getting the treatment. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted.
The Analysis of Teaching English Pronunciation at Young Learners Astina; Nurhamdah; Amzah
Inspiring: English Education Journal Vol 3 No 1 (2020): Inspiring:English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (235.612 KB) | DOI: 10.35905/inspiring.v3i1.1991

Abstract

The aim of this study is to describe the technique that teacher use in teaching English pronunciation to young learners and the difficulties in teaching pronunciation for young learners at SD Negeri 82 Parepare. The sample of this study is the teacher and students at 5th Grade of SD Negeri 82 Parepare. The research method used in this study is a descriptive qualitative research. The instruments used in this study are observation checklist, list of questions, and document. First, observation is done in order to choose participants and to look the activity in the class, whereas interview is conducted in order to have other information, and document conducted to support data of this research. From the result of data analysis, it is found that the teacher used two techniques in teaching English pronunciation; drill and visual aids techniques. In drill technique the teacher used repetition drill, whereas in visual aids teacher use a picture. Those techniques still effective for young learners. However, this study gives suggestion to all teachers who teach pronunciation as reference and researchers to investigate the same research about teaching pronunciation. From the observation and interview with the teacher and some student, it found that there are some difficulties in teaching and learning pronounciation. It is luck of media to use in teaching process, the influence of student’s mother tongue, and uninterested student in learn English.

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