cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Melati
Contact Email
-
Phone
+6282186801640
Journal Mail Official
eduling.unihaz@gmail.com
Editorial Address
English Department Faculty of Teacher Training and Education Prof. Dr. Hazairin, S.H. University, Ahmad Yani Street No. 1 Lt..2nd Bengkulu
Location
Kota bengkulu,
Bengkulu
INDONESIA
Edu-Ling: Journal of English Education and Linguistics
Published by Universitas Prof. Dr. Hazairin, SH
ISSN : 26147343     EISSN : 26215128     DOI : https://doi.org/10.32663/edu-ling
Core Subject : Science, Education, Art,
Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Other
ournal of Edu-Ling (Journal of Education and Linguistics) is a scientific article in English Education Department in Faculty of Teacher Training and Education Prof. Dr. Hazairin, SH Bengkulu. It presents articles on English language teaching and learning, Linguistics and Literature. The contents include analysis, studies, application of theories, research reports, materials developments and reviews.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
 1 
Search results for , issue "Vol. 8 No. 2 (2025): July" : 6 Documents clear
An Analysis of Speech Acts Performed in  Doobydobap Youtube Channel Yusiana, Moza
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4746

Abstract

Studying the linguistic strategies used by YouTubers is particularly valuable as it can indicate their strategies to engage with their audience and give insight into the mechanisms behind their success in attracting their audience. This study is conducted to analyze (1) the types of speech acts and (2) the audience responses reflect their engagement with the speech acts performed in Doobydobap YouTube channel using the theory of speech act proposed by Weigand (2017). The data of this study consist of two videos derived from the Doobydobap YouTube channel. The method used in this study is descriptive qualitative method. The results of this study reveals that there are all four types of speech acts identified from the data. There are 84,85% of the representatives speech acts, 10,61% of the directives speech acts, 2,65% of the declaratives speech acts, and 1,89% of the exploratives speech acts. The result of analysis also reveals that representatives type of speech act is the dominant speech act performed in Doobydobap YouTube channel. The effective use of all four types of the speech acts has played an important role in the success of the Doobydobap YouTube channel.
The Effect of an Integrated Islamic Curriculum in English Classes Fayza Nur Amalia; Esliana; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4912

Abstract

The impact of incorporating Islamic beliefs into English language training on students' language skills, character development, and cultural awareness is examined in this study. A comprehensive educational experience is produced by the curriculum's integration of ethical and culturally relevant material, such as Islamic history and moral quandaries, into English classes. This method fosters intercultural competency while improving vocabulary acquisition, critical thinking, and ethical reasoning, as evidenced by thematic analysis of case studies and existing literature. However, issues like inadequate teacher preparation and a lack of standardized resources underscore the necessity of institutional assistance. The study highlights the transformative potential of faith-based curricula in bringing language acquisition into line with cultural and moral goals, offering guidance to educators and policymakers on how to create inclusive and productive learning environments.
Harmonizing the National Curriculum and Islamic Values: A Study on Curriculum Development in Islamic Junior High Schools M. Qaimul Adel El Hakiemy; Hasnah Luthfiyah; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4914

Abstract

Curriculum development in Islamic education institutions at the junior high school level is a crucial process that ensures the alignment of educational practices with Islamic values and contemporary educational standards. This study examines the roles of teachers, challenges, and strategies in curriculum development as highlighted in various studies, including the integration of Islamic boarding school programs, principles of Islamic education curriculum design, and comparisons with international practices. The research also explores the management aspects and competitive strategies for enhancing the quality of Islamic education. The findings provide comprehensive insights into effective curriculum development for Islamic education in junior high schools, emphasizing adaptability, integration, and stakeholder collaboration.
The Role of Islamic Values in Enhancing The Effectiveness of English Language Teaching Amanda Azzahra; Athaya Dwi Insyra; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4917

Abstract

This study investigates the integration of Islamic values into English Language Teaching (ELT) in Indonesian Islamic secondary schools, focusing on its impact on students’ academic performance, character development, and intercultural competencies. In Muslim-majority settings, the introduction of English can raise concerns over potential conflicts between Western values and Islamic principles. To address these concerns, a culturally responsive approach, incorporating Islamic values such as adab (ethical conduct), ihsan (excellence), ikhlas (sincerity), and ta'awun (cooperation), can harmonize global education demands with local religious and cultural beliefs. A qualitative research design, utilizing semi-structured interviews, classroom observations, and document analysis, was employed to gather comprehensive data from English language teachers and classroom settings. The findings indicate that integrating Islamic values into ELT not only enhances students' language proficiency but also promotes moral development and intercultural understanding. By using Islamic texts such as Qur’anic verses and Hadith in lessons, teachers create a learning environment that is both academically enriching and spiritually grounding. This approach not only fosters a deeper understanding of the English language but also prepares students to engage with the globalized world while maintaining their cultural and religious identity. The study contributes to the development of a values-based pedagogy in ELT, which can offer a balanced approach to academic and moral education in Muslim-majority contexts.
Overcoming Speaking Skill Challenges in Vocational Students: A Practical and Interactive Approach Tharisa Aura Maharani
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.4959

Abstract

This research examines the challenges vocational students encounter in developing English speaking skills, focusing on psychological factors like anxiety and low self-esteem, as well as linguistic limitations such as inadequate vocabulary and grammar. Conducted as a qualitative descriptive study with 16 vocational high school students in Batam, the research employed observations, interviews, and self-assessment tools to explore student’s experiences and preferred teaching methods. Thematic analysis identified recurring issues, including anxiety and strong preference for interactive, peer-based learning environments. Findings suggest that practical, learner-centered approaches, such as problem-based learning, group discussions, and digital tools like video-based exercises effectively enhance speaking performance by reducing anxiety and improving fluency. These methods create supportive environments that boost confidence and motivation, which are essential for skill development in vocational contexts. The researcher highlights the need for innovative, engaging teaching strategies to address psychological and linguistic barries in English speaking. Future research should investigate the long-term impact of these approaches across various vocational settings and explore how digital resources might further reduce psychological barriers in language learning.  
Design and Development of Project-Based English Learning Modules for Senior High School 1 Hiliduho mendrofa, Cinta; Mendrofa, Alfina; Mendrofa, Arni; Harefa, Cinthika; Gulo, Florencia; Gea, Irawan; Halawa, Maria; Waruwu, Yaredi
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 2 (2025): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i2.5013

Abstract

This research aimed to design and develop project-based English learning modules (PBL) for SMA Negeri 1 Hiliduho. The study used the Research and Development (R&D) method, based on a simplified Borg and Gall model consisting of four stages: data collection, module design, development and validation, and limited implementation. Data were gathered through interviews, observations, and questionnaires, and analyzed using pre- and post-tests, as well as teacher and student feedback. The findings showed that the modules effectively enhanced students' English proficiency, particularly in speaking and writing skills, with an average score increase of 20%. Additionally, 85% of students and 90% of teachers provided positive feedback on the modules. This study contributed to the implementation of project-based learning in English as a Foreign Language (EFL) contexts, particularly in rural Indonesian high schools.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2025): December Vol. 8 No. 2 (2025): July Vol. 8 No. 1 (2024): December Vol. 7 No. 2 (2024): July Vol. 7 No. 1 (2023): December Vol. 6 No. 2 (2023): July Vol. 6 No. 1 (2022): December Vol. 5 No. 2 (2022): July Vol 5 No 1 (2021): Edu_Ling : Journal of English Education and Linguistics Vol. 5 No. 1 (2021): December Vol. 4 No. 2 (2021): July Vol. 4 No. 1 (2020): December Vol. 3 No. 2 (2020): July Vol. 3 No. 1 (2019): December Vol. 2 No. 2 (2019): July Vol 2 No 1 (2018): Edu_Ling Journal Vol. 2 No. 1 (2018): December Vol 1 No 2 (2018): Edu-Ling Vol. 1 No. 2 (2018): July Vol. 1 No. 1 (2017): December More Issue