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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 151 Documents
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Developing Interactive Learning Media Based on Lectora Inspire in Descriptive Text Material for Students in Class VIII SMP Negeri 3 Gunungsitoli Utara Enjelis Zega; Harefa, Trisman; Zebua, Elwin Piarawan; Telaumbanua, Yasminar Amaerita
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4661

Abstract

This research aims to: (1) develop interactive learning media based on Lectora Inspire for descriptive text material for Class VIII-B students of SMP Negeri 3 Gunungsitoli Utara; (2) determine the feasibility, practicality, and effectiveness of Lectora Inspire-based interactive learning media through validation by material experts, media experts, and learning practitioners; (3) determine  the feasibility, practicality, and effectiveness based on student assessments. The research follows the ADDIE development model, which includes Analysis, Design, Development, Implementation, and Evaluation stages. The media was evaluated by one Material expert (Lecture of English Education Study Program, Universitas Nias), one Media expert (Teacher at SMP Negeri 3 Gunungsitoli Utara), and one Practitioner (English teacher at SMP Negeri 3 Gunungsitoli Utara). Implementation was carried out in two phases: small group trials (9 students) and field research (30 students). The findings revealed that: (1) the media was developed following the five ADDIE stages; (2) the media received strongly  feasibility ratings with average scores of 4.68 from Material experts, 4.56 from Media experts, and 4.60 from Practitioners; (3) student assessments in small group and field trials also indicated strongly feasibility, with average scores of 4.41 and 4.40, respectively.
Improving English Descriptive Writing Skill Through Brainstorming Technique Masitah, Siti; Marita, Yosi; Rakhmanina, Lisa; Melati, Melati; Firdaus, Muhammad Alif
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4698

Abstract

Generally, the purpose of  this research was to improve the writing learning process, namely how to implement English descriptive writing teaching using brainstorming techniques in the English Language Education Study Program, Prof. University. Dr. Hazairin S.H involving lecturers and students. Furthermore, the specific technique of this research aims to describe the use of brainstorming in writing descriptive English teaching and to found out the results of descriptive writing produced by students after using this brainstorming technique. This research was mixed research (mixed methods) with an Action Research design, where qualitative data mining will first be carried out to explore in depth how Brainstorming techniques can be applied in improving students' descriptive writing skills. Then proceed with quantitative data collection. The research results showed that there was an increase in students' English descriptive writing skills. This can be seen from the increase in scores from the pre test, Post test cycle I, and post test cycle II. The students' average score increased from 68.54 in the first cycle post test to 73.00 in the second cycle post test. From these results it can be concluded that the brainstorming technique is effective in improving students' English descriptive writing skills.
The Rhetorical Structure of Abstracts Written by International Authors in Reputable International Journals in Applied Linguistics Marpaung, Tiara Azzahra; Sasmita, Ruwaiza; Dewi, Anggun Citra Sari
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4709

Abstract

In research articles, abstract was defined as a mini-article because it consists of summary of the study. Abstract was a very important part because abstract used to encouraged the readers to saw the other sections of the article. It was because in general the abstract was the first part that readers would read. This present study conducted to investigate the rhetorical structure used in abstract of research articles in applied linguistics written by international authors and published in reputable international journals. This study used content analysis method with the abstract framework that purposed by Swales and Feak (2009). The data were collected from 20 research articles from reputable international journals in applied linguistics. The findings showed that from five moves, there were two moves which were Move 3 (Methods) and Move 4 (Results/findings) are categorized as obligatory. Meanwhile for other moves, which are Move 1 (Introduction), Move 2 (Purpose/aim), and Move 5 (Conclusion/suggestion) are categorized as conventional. This reasearch  provided the knowledge about the rhetorical structured of the abstract in research articles written by international authors and published in reputable international journals to increase the national author’s awareness of the importanced of the five moves that purposed by Swales and Feak (2009) in conducting the abstract.
The Implementation of Writing Strategies for Enhancing Students’ Writing Competence Sudirman, Anselmus; Brilyanti, Yashinta Kurnia
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4722

Abstract

Writing strategies are pivotal in enhancing students' writing competence, necessitating a comprehensive and cohesive approach to implement them in diverse instructional contexts. This study examines an all-encompassing framework integrating different writing strategies to improve students’ writing competence, potentially enhancing students' writing skills significantly. It also suggests culturally responsive pedagogical practices that address diverse students’ needs. By thoroughly investigating 16 of 250 previously published articles, the effectiveness of metacognitive strategy-based training can be identified while exploring technological integration, culturally responsive teaching, and self-assessment methodologies. The key findings indicate that metacognitive strategies positively impact students’ writing performance, and they also shed light on the impact of cultural context on writing strategies and their implementations in culturally responsive instructional strategies. Furthermore, self-assessment promotes increased autonomy and self-confidence in identifying students' writing abilities. The study's findings suggest that a comprehensive and cohesive approach, incorporating several methodologies, can more effectively meet students' varying needs and foster enduring enhancements in writing competence. From this perspective, a novel approach is proposed to improve writing instruction in various contexts by addressing limitations in preceding study findings and reexamining them in future studies.      
Students' Perceptions of The Digital Media Used By English Lecturers on Teaching English Alavi Muhammad Farenzi; Lisa Rakhmanina; Melati, Melati
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4921

Abstract

The rapid integration of digital media in education has transformed teaching and learning processes, particularly in English language instruction. This reserach investigates students’ perceptions of the digital media utilized by English lecturers in teaching English, focusing on its effectiveness, accessibility, and impact on learning outcomes. Employing qualitative descriptive methodology data were collected through questionnaires and interviews. The results show that Spada Unihaz is the most frequently used media for learning English, with 80% usage. Students also use other platforms like Zoom, WhatsApp Group, and Google Classroom. Most students (95%) believe digital media helps improve their English skills, with 77.8% believing it improves speaking, 88.9% listening, 83.7% writing, and 82.2% reading skills. However, 85.4% of students face technical difficulties and lack of guidance. Despite these challenges, 95.3% of students prepared themselves before class and felt the facilities supported their learning process. However, challenges such as technical issues, inconsistent usage, and the digital divide were also highlighted. The reserach underscores the importance of selecting appropriate digital tools and offering adequate training to maximize their potential. These results have implications for English lecturers, suggesting the need for strategic integration of digital media in teaching practices to foster effective and inclusive language learning environments. The reserach concludes that while digital media is beneficial, it still presents challenges that need to be resolved for optimal effectiveness.
Technology Integration in EFL Language Teaching: The Benefits and Challenges Sinarman Jaya; Susyla, Dian
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4928

Abstract

The integration of technology in the classrooms has advantages and disadvantages. This study aims at investigating the advantages and difficulties that teachers encounter when utilizing technology in teaching and learning activities. The study employed a descriptive qualitative design. The study highlights key benefits such as increased motivation, personalized learning, access to authentic materials, enhanced collaboration, improved feedback, flexibility, accessibility, and digital literacy growth. However, it also points out challenges like unequal digital skills, limited access to technology, language barriers, over-reliance on digital tools, technical issues, distractions, high costs, privacy concerns, cultural differences, and struggles with self-discipline and motivation. To ensure effective and equitable technology integration in EFL teaching, the findings stress the need for comprehensive strategies that maximize benefits while addressing challenges. Technology offers significant advantages, but it requires careful management to overcome its limitations. Schools should invest in resources and support systems, and teachers need proper training. Future research should explore best practices and develop targeted solutions to address these challenges and optimize technology use in EFL education.
Preliminary Insights Into Project-Based Learning (PBL) Implementation to Enhance Learning at Elementary Schools in Pakistan Junaid, Angela Ahmed
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4930

Abstract

Project-based learning (PBL) is an educational approach centered on students, with a focus on cultivating critical thinking, problem-solving skills, and collaborative abilities. Extensive evidence exists showcasing its effectiveness in nurturing 21st-century skills such as communication, creativity, and critical thinking. However, the successful integration of PBL into elementary school lessons faces challenges, with a number of determinants affecting its outcomes. This study aims to investigate teachers’practices in implementing PBL at elementary schools and the impact on student learning engagement and performance. Employing a qualitative approach, the study incorporates interviews with purposive samples who are experienced elementary school educators and this was complemented by classroom observations in PBL settings. The findings reveal that the teachers reported observable learning engagement improvements among their chargers and expressed a sense of gratification from their PBL lessons as they experience new and positive pedagogic challenges during the whole process. Findings from this research could serve as a useful guideline for elementary level PBL implementation. Furthermore, the results of this study provide deeper comprehension of the factors influencing teachers’ buy-in of PBL use in the and their implications for the nationwide adoption.
An Analysis of Sub-District Education Officers’ Practices in Supervising Curriculum Implementation at Primary Schools in Bangladesh Sathi Alam, Shahima
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4931

Abstract

This study examines the practices of Education Officers (EOs) in overseeing curriculum implementation and teaching activities of primary school teachers in Bangladesh. The aim of the study is to identify the challenges faced by the EOs and how they mitigate them in the contexts of bridging the knowledge gap and their impact on educational quality. Data was elicited from a group of purposive samples in the form of experienced EOs from the district. The study managed to explore how EOs assist teachers in implementing academic curriculum, policies and enhance teaching and learning outcomes through interviews and field observations. The findings showed that the UEOs faced a multitude of challenges which stem from a number of internal and external sources. They had to rely on a number of strategies to mitigate the challenges to ensure that they could undertake their   routine tasks well and achieve the objectives of their jobs. Using effective communication, empathy by putting themselves in the teachers’ shoes, walk the talk by showing rather than just telling and using available ICT and social media educational tools are among the strategies utilized by the EOs. These useful insights will provide policymakers with valuable insights into strategies to increase EOs' effectiveness and strengthen Bangladesh's educational system. In conclusion the EOs, the higher authorities, and the whole education fraternity in the country must put concerted efforts towards education albeit all the resources and logistical shortcomings that hamper teachers and schools.
An Investigation of Engineering Technology Students’awareness and Basic Understanding of Industrial Revolution 4.0 (IR4.0) Alias, Muhammad Najhan; Azmil, Muhd Afiq; Qushairi Ahmad Sukri, Ahmad Farhan; Ahmad, Norkhairi
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4932

Abstract

The Industrial Revolution 4.0 (IR4.0) is a novel transformative concept that entails a lot of changes to the way the community function. It has brought about significant changes in various workplace and industries, This study aims to assess the level of awareness on IR4.0 and the understanding of the technology pillars among 1st year engineering technology students of a private university via survey method and interview session. The findings show that the students have a fair knowledge of IR4.0 concept acquired from a number of sources and they are in the midst of learning more on this, via integration of the information into the curriculum, campus environment and activities with lecturers and fellow students. The students are positively impacted by the presence of IR4.0 within their study context and environment. This study will provide valuable insights into the current knowledge and perception of IR4.0 among university students, by highlighting areas for improvement in educational curriculum and industry readiness. As future leaders and new members of society it is crucial for them to have a deep understanding and awareness of its impact in life.
Islamic English Instruction for Elementary School Students Amalia Putri; Helmalia Azzahra; Kalayo Hasibuan
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
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.v8i1.4949

Abstract

This study examines the integration of Islamic values into English instruction for elementary school students in Indonesia, addressing the dual need for linguistic proficiency and moral education. Using qualitative methods, data were collected through classroom observations, teacher interviews, and material reviews. The findings show that embedding Islamic content, such as Quranic verses and moral stories, enhances student engagement, retention, and critical thinking while aligning language learning with students’ cultural and religious identities. Despite its benefits, this approach faces challenges, including limited instructional materials, teacher training gaps, and time constraints. Teachers often modified secular curricula to include Islamic themes, which, though effective, required significant effort and adaptation. The study underscores the importance of developing culturally responsive teaching materials and providing professional development for educators to support this approach. It highlights the potential of Islamic English instruction to merge linguistic and moral education, offering valuable insights into faith-based pedagogy. These findings contribute to the broader discourse on culturally responsive education and provide recommendations for policymakers, curriculum developers, and educators in Muslim-majority contexts.

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