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All Journal English Education Journal PREMISE: Journal of English Education and Applied Linguistics Islam Futura MIQOT: Jurnal Ilmu-ilmu Keislaman Jurnal Manajemen Pendidikan (JMP) Journal of ICSAR Jurnal Ilmiah Peuradeun Langkawi: Journal of The Association for Arabic and English Journal on Education Paedagogia: Jurnal Pendidikan Getsempena English Education Journal Ideguru: Jurnal Karya Ilmiah Guru TA'DIB Jurnal Pemikiran Pendidikan Studies in English Language and Education Innovative: Journal Of Social Science Research Sasambo: Jurnal Abdimas (Journal of Community Service) ELLITE: Journal of English Language, Literature, and Teaching Sawerigading
Kamarullah Kamarullah
Universitas Muhammadiyah Mahakarya Aceh
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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GAYO’S LINGUA TOURISM: AN EMPIRICAL STUDY ON ENGLISH NEEDS AND STRATEGIES Sari, Desi Purnama; Ningsih, Sulistio; Maulya, Ranti; Kamarullah, Kamarullah; Fitri, Rahmaini
Getsempena English Education Journal Vol. 12 No. 2 (2025)
Publisher : Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v12i2.3371

Abstract

This study explores the English language proficiency of tourism players in the Gayo Highlands and suggests strategic training paths under the English for Tourism (EfT) model. The design that was used was a quantitative, cross-sectional design using a Likert-scale questionnaire to measure the four core skills, which are listening, speaking, reading, and writing. The results indicated that there was a high difference between the receptive and productive skills, with listening and reading being much better compared to speaking and writing. The Pearson correlation analysis also revealed that listening and speaking skills (r = 0.95) were highly correlated, and it is worth discussing the pedagogical significance of the integrated input-output strategies. The findings highlight the importance of communication and culturally responsive training programs, which address the authentic language utilization that is necessitated in the ecotourism and heritage settings of Gayo. This is in accordance with previous studies that underscored the expectations of the society of the tourism actors not only to apply English functionally but also to project cultural identity by means of language. Practical suggestions are the use of mobile-assisted learning devices, participatory training creation, and stakeholder collaboration among local agencies and training institutions. The research has both theoretical contributions to the ESP/EfT scholars and practical usefulness to the policymakers and tourism developers who are concerned with sustainable language learning.
Affective Assessment within Madrasa Teachers: An Analysis of Iterative Thematic Inquiry Zubaidah, Zubaidah; Suraiya, Suraiya; Manan, Abdul; Kamarullah, Kamarullah; Embong, Rahimah; Nurrahmi, Nurrahmi
Jurnal Ilmiah Peuradeun Vol. 14 No. 1 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i1.1459

Abstract

Effective assessment of students’ attitudes, behaviors, and values is a key component of value-based education reforms, yet its implementation often remains uneven at the classroom level. This study examines how affective assessment policies are enacted in madrasa education under the KDJPI framework in Aceh Province, Indonesia. Using a qualitative research design grounded in Iterative Thematic Inquiry, the study analyzes data from questionnaires administered to 224 madrasa teachers, semi-structured interviews with six teachers (E1–E6), and relevant instructional documents. The findings show that the persistent gap between affective assessment policy and practice cannot be sufficiently explained by teachers’ lack of commitment or competence. Although teachers generally demonstrate positive orientations toward affective assessment instruments such as reflective journaling and checklists, their implementation remains inconsistent due to structural constraints, including limited instructional time, large class sizes, administrative demands, and insufficient institutional support. In response, teachers adopt adaptive strategies that reflect professional agency but also reveal the limits of individual effort in the absence of coherent governance arrangements. By conceptualizing affective assessment as a negotiated and structurally constrained practice, this study contributes to debates on policy enactment and non-cognitive assessment in value-based education systems, with implications extending beyond the specific socio-religious context of Aceh.
Co-Authors A. Muchsin, Misri Abdul Manan Abdul Manan AKBAR, MAULANA Alkhajaj, Pramugian Asnawi Muslem Cut Intan Salasiyah Dadang Garnida Dawi, Amir Hasan DESI PURNAMA SARI Dicky Wirianto Embong, Rahimah Fadhilah, Muhammad Arif Fauzi Fauzi Habiburrahim Habiburrahim Hasrina, Noliza Husaini Husda Istiarsyah, Istiarsyah Kumita, Kumita Lola Adres Yanti Maisura Maisura Muhammad Arif Fadhilah Nailah, Nasywaa Akeno Ningsih, Sulistio Noliza Hasrina Nurhabibah Nurhabibah Nurrahmi Nurrahmi, Nurrahmi Rafiqi, Muhammad Rahmaini Fitri Harahap Rahmiaty Ranti Maulya Rasyad Rasyad Robiansyah Setiawan Sabariah Sabariah Sabaruddin Sabaruddin Samsul Bahri Sarinauli, Barep Setiawan, Robiansyah Singh, Amreet Kaur Jageer Siti Habsari Pratiwi, Siti Solly Aryza Suraiya Suraiya Syahmidi, Humaira Tathahira, Tathahira Yoga Budhi Santoso Zubaidah R, Zubaidah