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All Journal IJELR: International Journal of Education, Language, and Religion Englisia
Sabrina Sabrina
Universitas Serambi Mekkah
Religion Education Languange, Linguistic, Communication & Media Other

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Contextualizing English Textbooks: Harnessing Sabang’s Cultural and Natural Potentials Cut Mulia Zuhra; Sabrina Sabrina
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May (In Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.13538

Abstract

The integration of local culture and natural potential into English learning materials has gained attention in recent years, particularly as educators seek more contextually relevant resources. While English textbooks in Indonesia often rely a foreign content, there is a notable gap in materials that reflect students’ immediate environment and cultural identity. Responding to this need, the present study focuses on developing an English textbook that incorporates the natural potential and local culture of Sabang Island, making language learning more meaningful and relatable for secondary school students.This study applied a Research and Development (R&D) methodology, which involved the following stages: (1) needs analysis, (2) data collection, (3) textbook design, (4) expert validation, (5) revision, (6) field testing, and (7) final product. The data were gathered through expert validation sheets, student questionnaires, and classroom observations. The research subjects included 20 eighth-grade students from SMPN 8 in Sabang Island. Classroom observation indicated that most English textbooks used general content in nature. As a result, students often struggle to relate the material to their real-life experiences, since the content tends to feel unfamiliar or removed from their daily lives. Validation results from content and design experts indicated that the textbook is highly suitable in terms of content relevance, language appropriateness, and layout aspects. receiving validation scores of 96%, 92.72%, and 91.66% respectively. In addition, student feedback showed strong enthusiasm for the textbook, suggesting that integrating local culture and natural context into English learning significantly boosts engagement and comprehension.
The impacts of self-regulation and language learning anxiety on the English competence of university students in Aceh, Indonesia Septhia Irnanda; Sabrina Sabrina; Cut Mulia Zuhra; Nora Fitria; Zaiyana Putri
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

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Abstract

Previous research has established that self-regulation plays a critical role in successful language acquisition. In parallel, language learning anxiety has been widely examined, though its influence is often understood through its negative relationship with self-regulatory abilities, suggesting that anxious learners struggle to deploy effective learning strategies. However, the direct and interactive effects of these two psychological constructs on English language achievement remain underexplored, particularly within Indonesian higher education contexts. To address this gap, the present study investigated the nature and extent to which language learning anxiety and self-regulation influence English language learning achievement among Indonesian EFL learners. Participants were 151 first-year university students from three faculties at Universitas Serambi Mekkah, Aceh, Indonesia, selected through cluster sampling. Data were collected using three instruments: (1) a validated self-regulation questionnaire, (2) a validated English language learning anxiety scale, and (3) a standardized test measuring general English competence. Regression analyses were employed to examine the predictive relationships among these variables. The findings showed that neither self-regulation nor language learning anxiety significantly predicted overall English competence. However, self-regulation showed a slightly greater contribution to English achievement than language learning anxiety, although neither effect was statistically significant. Notably, language learning anxiety significantly predicted self-regulation scores, indicating that anxious learners may struggle with self-regulatory capacity. Additionally, a weak positive correlation emerged between language learning anxiety and reading performance. These findings suggest that language learning anxiety does not directly determine competence success or failure; rather, it functions as a significant predictor of self-regulatory capacity and selectively influences specific language sub-skills such as reading comprehension.
Co-Authors Cut Mulia Zuhra Nora Fitria Septhia Irnanda, Septhia Zaiyana Putri