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All Journal Journal Ilmiah Rinjani : Media Informasi Ilmiah Universitas Gunung Rinjani Jurnal Ilmiah Ilmu Terapan Universitas Jambi Studies in English Language and Education Journal of English Language Proficiency
Lalu Nurul Yaqin
Universiti Brunei Darussalam
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Linguistic Obstacles: Exploring the Challenges Encountered by Sembalun Guides in English Verbal Communication Lalu Ahmad Majdi; Lalu Nurul Yaqin; Abdul Majid Junaidi; Norazmie Yusof
Journal Ilmiah Rinjani : Media Informasi Ilmiah Universitas Gunung Rinjani Vol. 11 No. 2 (2023): Journal Ilmiah Rinjani: Media Informasi Ilmiah Universitas Gunung Rinjani
Publisher : LPPM Universitas Gunung Rinjani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53952/jir.v11i2.492

Abstract

This study investigated the challenges Sembalun guides face when using English professionally. Qualitative methods, including data reduction techniques, were employed to summarize and identify key themes and patterns. The participants comprised Sembalun guides, and data were collected through observations, interviews, and documentation. The findings revealed that Sembalun guides need to excel in four aspects: vocabulary, accent, fluency, and grammar. While vocabulary and fluency may suffice for foreign visitors, grammar and accent present difficulties. However, Sembalun guides recognize the significance of developing these areas. Communication with visitors from Russia and France, whose accents resemble those of their native languages, presents the biggest challenge for Sembalun guides working in the tourism industry in Sembalun Village. To enhance the potential of Sembalun Village and attract more international tourists, it is essential for tourism stakeholders, especially tour guides, to possess proficient English-speaking skills. The implications of this research emphasize the importance of English language proficiency for Sembalun guides and highlight the need for continuous improvement to overcome communication challenges and enhance the tourism experience for international visitors.   Abstrak Studi ini bertujuan untuk menyelidiki tantangan yang dihadapi oleh pemandu wisata Sembalun saat menggunakan bahasa Inggris dalam peran profesional mereka. Metode kualitatif, termasuk teknik reduksi data, digunakan untuk merangkum dan mengidentifikasi tema dan pola kunci. Peserta studi terdiri dari pemandu wisata Sembalun, dan data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Temuan penelitian mengungkapkan bahwa pemandu wisata Sembalun perlu menguasai empat aspek: kosa kata, aksen, kelancaran, dan tata bahasa. Meskipun kosa kata dan kelancaran mungkin cukup untuk pengunjung asing, tata bahasa dan aksen menimbulkan kesulitan. Namun demikian, pemandu wisata Sembalun menyadari pentingnya mengembangkan aspek-aspek ini. Secara khusus, tantangan utama yang dihadapi pemandu wisata Sembalun yang bekerja di sektor pariwisata Desa Sembalun adalah berkomunikasi dengan tamu-tamu dari Rusia dan Prancis, karena aksen mereka menyerupai bahasa daerah mereka. Untuk meningkatkan potensi Desa Sembalun dan menarik lebih banyak wisatawan internasional, penting bagi pemangku kepentingan pariwisata, terutama pemandu wisata, untuk memiliki keterampilan berbicara bahasa Inggris yang mahir. Implikasi dari penelitian ini menekankan pentingnya kemampuan berbahasa Inggris bagi pemandu wisata Sembalun dan menyoroti perlunya perbaikan terus-menerus untuk mengatasi tantangan komunikasi dan meningkatkan pengalaman pariwisata bagi pengunjung internasional. Kata kunci: Tantangan Bahasa; Komunikasi Bahasa Inggris; Pemandu wisata; Sembalun  
INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS Ahmad Ridwan; Robi Hendra; Francisco D. Guillén-Gámez; Muhammad Fauzan; Turki Mesfer Alqhatani; Lalu Nurul Yaqin; Mohd Afifi Bahurudin Setambah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 8 No. 2 (2024): Volume 8, Nomor 2, December 2024
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v8i2.37023

Abstract

This study explores the impact of instructional leadership and teacher self-efficacy on job satisfaction among teachers in Indonesian Islamic Senior High Schools (Madrasah Aliyah), focusing on the mediating role of school climate. Instructional leadership plays a crucial role in shaping a positive school environment, which can enhance teacher job satisfaction by providing necessary guidance, resources, and support. A mixed-method approach was employed, with data collected from 219 teachers using validated survey instruments. The Content Validity Index (CVI) was used to ensure instrument reliability. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess relationships between variables and the mediating effect of school climate. The results show that instructional leadership significantly impacts both school climate and teacher job satisfaction, with path coefficient values of .463 and .818, respectively. However, school climate did not significantly mediate the relationship between instructional leadership and job satisfaction. Teacher self-efficacy, while positively influencing school climate (p < .05), did not have a substantial direct effect on job satisfaction (ß = -0.058). This research provides fresh insights into the nuanced interplay between leadership, teacher self-efficacy, and job satisfaction in the context of Islamic schools. The findings highlight school climate's indirect yet pivotal role in educational leadership dynamics. By integrating these variables, the study offers practical recommendations for improving leadership strategies and enhancing teacher well-being in faith-based educational settings.
Shifting Paradigms in Translanguaging: A Scientometric Analysis of Research Trends and Trajectories Lalu Nurul Yaqin; James Mclellan; Najib Noorashid
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Over the past decade, numerous papers have documented translanguaging studies, significantly contributing to the shifting paradigm in this research area. Nevertheless, no comprehensive bibliometric analysis has been conducted on the landscape of translanguaging research to uncover the prominent areas and potential future directions. This study focuses on articles from the Scopus database published from 2014 to 2023 with the search keyword "translanguaging." The identified retrieval data (2213 entries) was used to analyze the publication authors, affiliations, source journals, countries, times cited, citation networks, and keyword co-occurrences to uncover the intellectual structure and dynamic progress of translanguaging studies. The data was analyzed and visualized using the Bibliometrix R package and VOSviewer. The results revealed that there has been a steady and continuous growth in the number of publications on translanguaging over the past decade. The USA and the UK are leading countries in translanguaging publications and citations. The shifting themes of translanguaging from 2014 to 2020 focus on language-integrated learning and teacher education. However, from 2021 to 2023, research has risen on various educational and sociolinguistic subjects, including multilingual education, ESL, literacy, equity, classroom interaction, language teaching, home language pedagogy, decoloniality, mobility, and social justice. Further research is needed to explore the influence of technology on translanguaging practices and the capacity of artificial intelligence to improve multilingual communication.
Academic Writing in Higher Education in the Age of Generative AI: A Scoping Review of Pedagogical, Ethical, and Epistemic Issues Lalu Nurul Yaqin; Norazmie Yusof; Ashrol Rahimy Damit
Journal of English Language Proficiency Vol. 3 No. 1 (2026): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v3i1.6461

Abstract

Generative artificial intelligence (GenAI) has rapidly altered academic writing in higher education by expanding access to feedback, idea generation, paraphrasing, translation, synthesis, and text revision, while also destabilising inherited assumptions about authorship, assessment, source use, and academic integrity. This scoping review maps recent journal literature from 2021 onward, anchored in a Scopus export searched on 22 February 2026. The review indicates that, under structured pedagogical conditions, GenAI may improve the surface features of student texts, support formative feedback, and reduce some barriers for multilingual writers, yet these benefits are contingent on instructional design, disciplinary context, task type, students’ language proficiency, and the presence of human verification. Some quantitative studies report substantial gains from structured interventions, including large effects in AI-enhanced goal-setting and improvements in writing quality in anti-plagiarism literacy programs, whereas qualitative studies show more ambivalent changes in writer agency, authorial voice, and metacognitive engagement. Across the corpus, academic writing is being reframed from a solely individual textual product to a distributed, processual, and ethically governed practice involving students, teachers, peers, writing centres, institutions, and algorithmic systems. The review argues that the central challenge for higher education is not whether GenAI should be permitted, but how writing pedagogy, assessment, and policy can preserve intellectual labour while teaching students to use AI critically, transparently, and responsibly within transparent and process-visible writing practices.
Co-Authors Abdul Majid Junaidi Ahmad Ridwan Ashrol Rahimy Damit Francisco D. Guillén-Gámez Hendra, Robi James Mclellan Lalu Ahmad Majdi Mohd Afifi Bahurudin Setambah Muhammad Fauzan Najib Noorashid Norazmie Yusof Turki Mesfer Alqhatani