Journal of Applied Sciences & Environmental Sustainability www.jases.org e-ISSN 2360-8013 e-ISSN:2360-8013 Volume 2 Issue 4, 2016 Journal of Applied Sciences & Environmental Sustainability www.jases.org e-ISSN 2360-8013 Journal of Applied Sciences & Environmental Sustainability (JASES) Volume 2, Issue 4, is a Special Issue Publication covering selected and revised papers after Peer-reviewed by Scientific Committee from The International Conference on Science, Engineering, and the Social Sciences (ICSESS) convened at Universiti Teknologi Malaysia in 2016 and also after Peer-reviewed by reviewers of JASES. The ICSESS served as an academic platform for championing the pursuit of excellence in various research areas basically from fields including Education and Management. Special thanks to the Chief Guest Editor and Guest Editors who have made this possible. ii | P a g e Journal of Applied Sciences & Environmental Sustainability www.jases.org e-ISSN 2360-8013 JASES Editorial Board Editor-in-Chief Dr. Ibraheem Dooba Co-Editor Prof. Dr. Malay Chaudhuri Emeritus Professor, Universiti Teknologi Petronas, Malaysia Managing Editor Dr. Augustine Chioma Affam University College of Technology Sarawak, Malaysia Technical Editor Dr. Ahmed Abba Haruna Universiti Teknologi Petronas, Malaysia iii | P a g e Journal of Applied Sciences & Environmental Sustainability www.jases.org e-ISSN 2360-8013 ICSESS Guest Editor-in-Chief: Assoc Prof. Dr. Lee Chew Tin ICSESS Guest Editors: Aliyu-Isah Chikaji Bala Salisu Ernest Ituma Egba Baba Adams Ndalai Bruno Lot Tanko iv | P a g e Journal of Applied Sciences & Environmental Sustainability www.jases.org e-ISSN 2360-8013 CONTENTS Students’ Motivation on Learning EFL Writing Skills Through Inquiry Approach 1 - 16 Sitti Hamsina S, Ahmad Johari Sihes Promoting Corporate Governance and Sustainability through Ethical Leadership and Organizational Culture in Nigeria’s Banking Sector 17 - 30 Orji Sixtus Onyebuchi, Maisarah Mohamed Saat, Dewi Fariha Abdullah HR Strategic Partner Role and Organizational Performance 31 - 43 Charles Amechi Uti, Choi Sang Long Employability Skills Integration in University TVET Programmes: A Strategy for Reducing Unemployment Rate among Graduates in Nigeria 44 - 55 Dahiru Sale Mohammed, Sarimah Ismail Treasury Single Account and Sustainable Public Expenditure in Nigeria 56 - 61 Lawal Ahmed Tanimu, Muhammad Sulaiman, Awaisu Rabiu, Assessment of Appropriateness of Project Reports of Graduating Business Education Students in Tertiary Institutions in Ebonyi State, Nigeria 62 - 67 Augustina Chinweoke Anyigor-Ogah Lifting the Veil on the Economic Activities of Muslim Females in Northern Nigeria 68 - 75 Tawa S. Tijjani, Ebi Shahrin Suleiman, Umar Haiyat Abdul Kohar v | P a g e Journal of Applied Sciences & Environmental Sustainability www.jases.org e-ISSN 2360-8013 Risk in Islamic Banks: A Literary Review 76 - 84 Muryani Arsal, Nik Intan Norhan Abd Hamid, Faizah Mohammed Bashir Perspectives on the Inquiry Learning Approach (IlA) on English Language Proficiency in Indonesia 85 - 93 Sitti Hamsina S, Ahmad Johari Bin Sihes, Amamata Zakari Service Quality and Customer Satisfaction in Islamic Bank: A Conceptual paper 94 - 104 Umar Usman, Sany Sanuri Mohd Mokhtar, AU Alkali, Nur Naha Abu Mansoor Properties and Classifications of Bamboo for Construction of Buildings 105 -114 Aisha Haladu Bornoma, Muhamed Faruq, Moveh Samuel Perception of Project Time Overrun In Building Construction Industry in Nigeria 115 - 120 Anumah John James, Anumah Lesado, Daniel Abi Alice, Rasaki Olajide Samson vi | P a g e ©Journal of Applied Sciences & Environmental Sustainability 2 (4) 1-16, 2016 e-ISSN 2360-8013 Research Article Students’ Motivation on Learning EFL Writing Skills Through Inquiry Approach Sitti Hamsina S1., Ahmad Johari Sihes2 1Institut Parahikma Indonesia, Jl.Mustafa Dg. Bunga No. 191 Gowa Sulawesi Selatan Indonesia, Post Code 92113. 2Universiti Teknologi Malaysia, 81310 Skudai, Johor Bahru, Malaysia ARTICLE INFO A b s t r a c t The purpose of the study is to find out the differences of students’ motivation Article history in learning writing skills between using inquiry learning and using traditional Received: 11/07/2016 methods. The study used post-test only research design in experimental-control Accepted: 04/09/2016 groups in quasi-experimental research. Its subject is twenty students of XI grade-science program in experimental group and twenty students of XI grade- science program in control group. The study conducted within 6 meetings in 3 weeks in High School in Makassar. Data obtained by using three scales in MSLQ as a post-test and analyzed by using SPSS. It is found that inquiry students’ motivation, learning, learning can create meaningful differences on students’ control of learning writing skills, inquiry learning beliefs. Besides, inquiry-learning procedure is also found to create meaningful differences on students’ self-efficacy in learning writing skills. However, inquiry learning is not found to create meaningful differences in the anxiety dimension. The recommendation of the study also discussed in this article. © Journal of Applied Sciences & Environmental Sustainability. All rights reserved. 1. Introduction Teaching and learning becomes central issue in curriculum and instruction. If teaching and learning process runs well, it tends to gain learning achievement as general learning objectives seem easy. This occurs to all subjects including learning English as a foreign language. So, all components in teaching and learning have to function well such as teaching methods and strategies, teaching media and aids, classroom facilities, syllabus, and lesson plan (Stern, 1992; Depdiknas KTSP, 2006). Teacher strategies in teaching and learning are necessary to be varied to gain learners’ motivation and achievement in learning. One of teaching strategies which involve students’ participation and engagement in the classroom is inquiry learning instruction. This instruction involves learners to learn on 1 | P a g e ©Journal of Applied Sciences & Environmental Sustainability 2 (4) 1-16, 2016 e-ISSN 2360-8013 their own ways although teachers have limited experience with using inquiry activities in their classrooms (Newman et al., 2004). Teachers definitely need to be well prepared and confident in their knowledge and understanding in order to properly direct, guide, focus, challenge and even negotiate with students as they guide them through the process. More specifically, teachers’ preparation in all subjects in curriculum is necessary including English language teaching and learning as a foreign language. It may determine students’ achievement in all language competence (such as listening, reading, speaking, and writing). One which teachers need to prepare is teaching strategies and to apply those strategies in front of the classroom. A strategic competence of English in school based curriculum is writing although teachers face big challenges in teaching and students have difficulties to explore the competence. This study would focus on developing students’ motivation in learning writing skills through inquiry approach in EFL. Inquiry approach wishes increasing students’ motivation. Students’ motivation involves in the study is control of beliefs, self-efficacy, and anxiety. The developing of them would be found by using inquiry based learning. 1.1 Motivation Some factors determine second or foreign language learning achievements such as aptitude, learner preferences, learner beliefs, age of acquisition, and motivation. among those factors, motivation gains widespread acknowledgement as the most influential. Thus, being able to conceptualize motivation as exactly as possible will, without a shred of doubt, be beneficial to all who related, like educationalists, psychologists, teachers and learners, to name a few. Donjey (2005) also agrees that motivation is guilty for shaping human behavior by energizing it and opening it solution. He said that motivation has been broadly received by teachers and researchers as a key among various factors that determine success or failure of second/foreign language learning, because motivation in learning may influence other environmental factors. Students’ motivation, as expressed by Wigfield (1997), is being influenced by the environment in which students find themselves. He discusses teacher control and few opportunities for student choice as factors that can actually decrease task value towards reading. If the environment is a large factor in motivating students to read, then educators should be particularly interested in finding ways to optimize literacy learning environments to support an increase in motivation. Some approaches to teaching reading may be more advantageous than others. Teachers, who make reading socially interactive, teach strategies to help students comprehend, and use a coaching style instead of a corrective style has been shown to increase reading motivation (Gambrell, 1996 & Pressley, 2006). 2 | P a g e ©Journal of Applied Sciences & Environmental Sustainability 2 (4) 1-16, 2016 e-ISSN 2360-8013 Rusman’s study (2010) highlighted that teaching and learning process should support community wishes although teachers’ participation and students’ motivation in the process are low. Community members hoped students have learnt and practiced their ability in the classroom in order to use in social interaction in community. Teachers’ involvement and students’ motivation are crucial in practicing students’ ability in the classroom. One of teacher’s