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All Journal JL3T (Journal of Linguistics, Literature and Language Teaching) TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL)
Muslem Muslem
English Education Department, IAIN Langsa, Aceh, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Impact of the Zoning System on the Professional Development of English Teachers Muslem Muslem; Nina Afrida; Apriliana Zura
JL3T (Journal of Linguistics, Literature and Language Teaching) Vol. 11 No. 1 (2025): JL3T Vol. XI No. 1 2025
Publisher : UPT. Pengembangan Bahasa IAIN Zawiyah Cot Kala Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jl3t.v11i1.11216

Abstract

Progress in a person's life can be seen based on the level of knowledge they have. Education is one way to help people reach their full potential both academically and non-academically so they can fulfill the essential functions and goals of national education. The study aimedto determine the impact of the zoning system on learning English and the challenges for English teachers when the zoning system was implemented at SMPN 1 Langsa. This study used a qualitative method using an ethnographic approach. This research was conducted at SMPN 1 Langsa with the subject of three English teachers. The data collection techniques used were observation and interviews. The results showed that: 1) The teaching and learning process is not conducive due to the lack of student discipline in learning. 2) The lack of politeness of students when talking to teachers in class. 3) The lack of student motivation to learn English. This research also showed that the challenges for English teachers during the implementation of this zoning system are that teachers must be more assertive in managing students, be extra in teaching students from the basics again in order to achieve learning objectives, and must conduct inclusive education training to deal with students with special needs.
The Exploration of Interlocutors and Technological Support Systems on Student’s Speaking Skill Development Muhammad Falka Alwi; Mhd Rasid Ritonga; Muslem Muslem
TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING Vol. 5 No. 2 (2026): FEBRUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/transtool.v5i2.2287

Abstract

Speaking skill development remains a major challenge for English as a Foreign Language (EFL) learners due to limited opportunities for authentic communication, and insufficient speaking practice. This study explored the roles of interlocutors and technological support systems in supporting students’ speaking development at IAIN Langsa. The participants were five English department students at IAIN Langsa. They were selected through purposive sampling based on their experiences in classroom interaction, online communication, and technology-assisted speaking practice. This study employed an exploratory qualitative design. Data were collected through semi-structured interviews and forum group discussion and analyzed using thematic analysis, including coding, categorization, theme development, and interpretation. The findings indicate that interaction with classmates, online speaking partners, and interlocutors contributed significantly to students’ fluency, spontaneity, and communicative adaptability. Technological tools such as WhatsApp, YouTube, and ELSA Speak supported autonomous learning, pronunciation improvement, and communication confidence through repeated exposure and continuous practice. Despite these benefits, participants continued to face challenges related to speaking anxiety, limited vocabulary, and inconsistent opportunities for speaking practice. The study concludes that speaking development is enhanced when authentic communicative interaction is integrated with technology-assisted learning environments. The findings suggest that EFL instructors should design interaction-rich learning activities and incorporate supportive digital technologies to foster more effective and sustainable speaking development.
Co-Authors Apriliana Zura Mhd Rasid Ritonga Muhammad Falka Alwi Nina Afrida