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IJELR: International Journal of Education, Language, and Religion
Published by Universitas Teuku Umar
ISSN : 2721429X     EISSN : 27214273     DOI : https://doi.org/10.35308/ijelr
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media Other
International Journal of Education, Language, and Religion (IJELR) is a scientific journal published binually on May and November. IJELR seeks to develop knowledge and practice in the three domains of its title (education, language, and religion) and the relations between them. It welcomes research articles, literature reviews, and position papers dealing with any languages (mother tounges, global English, indigeneous, minority, heritage, and endangered languages), educational disciplines, and religions. IJELR encourages submissions from a variety of diciplinary approaches. It opens for studies into cultural content, literacy, intercultural and transnational investigations.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 115 Documents
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The Future of English Language Teaching in Pesantren: AI-Driven Personalization and Engagement Mawardi Mawardi; Ibnu Hajar
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May (In Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.13758

Abstract

This study examines the role of Artificial Intelligence (AI) in English Language Teaching (ELT) at Almuslimun Islamic Boarding School in North Aceh, with a focus on its impact on pedagogy and student learning. Conducted from March to May 2025, the research engaged six English teachers—three from junior high school and three from senior high school—to explore their experiences with AI tools. Using a qualitative approach, data were collected through classroom observations, interviews, and teacher reflection journals, providing insights into how AI enhances ELT. The findings reveal that AI facilitates personalized learning by adapting content to individual student needs, boosts engagement through interactive applications like language-learning chatbots, and improves teaching efficiency via automated assessments and feedback. However, challenges such as limited technological infrastructure, gaps in teacher training, and the need to align AI use with Islamic educational values were also identified. The study underscores the potential of AI to transform language education in religious boarding schools while emphasizing the importance of context-sensitive implementation. Practical recommendations are provided to help educators and policymakers integrate AI effectively, ensuring it complements traditional teaching methods without compromising the school’s cultural and religious ethos. This research contributes to the broader discussion on AI in education, particularly in faith-based institutions, where the adoption of technology must strike a balance between innovation and institutional values.
Contextualizing English Textbooks: Harnessing Sabang’s Cultural and Natural Potentials Cut Mulia Zuhra; Sabrina Sabrina
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May (In Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.13538

Abstract

The integration of local culture and natural potential into English learning materials has gained attention in recent years, particularly as educators seek more contextually relevant resources. While English textbooks in Indonesia often rely a foreign content, there is a notable gap in materials that reflect students’ immediate environment and cultural identity. Responding to this need, the present study focuses on developing an English textbook that incorporates the natural potential and local culture of Sabang Island, making language learning more meaningful and relatable for secondary school students.This study applied a Research and Development (R&D) methodology, which involved the following stages: (1) needs analysis, (2) data collection, (3) textbook design, (4) expert validation, (5) revision, (6) field testing, and (7) final product. The data were gathered through expert validation sheets, student questionnaires, and classroom observations. The research subjects included 20 eighth-grade students from SMPN 8 in Sabang Island. Classroom observation indicated that most English textbooks used general content in nature. As a result, students often struggle to relate the material to their real-life experiences, since the content tends to feel unfamiliar or removed from their daily lives. Validation results from content and design experts indicated that the textbook is highly suitable in terms of content relevance, language appropriateness, and layout aspects. receiving validation scores of 96%, 92.72%, and 91.66% respectively. In addition, student feedback showed strong enthusiasm for the textbook, suggesting that integrating local culture and natural context into English learning significantly boosts engagement and comprehension.
Online Interactive Learning Media: Unlocking Language Learning Motivation Y Yusnimar; Ismaniar Isa; Ernawati Br Surbakti
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May (In Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.12555

Abstract

Online learning media development somehow forces lecturers who teach in higher education to catch up with the latest learning media, which benefits to learning motivation and performance of the students. Finding online resources by google search would be more beneficial for the students when they get enough guidance or assistance from the lecturer. This study was to investigate whether the use of Mentimeter interactive learning website would boost language learning motivation and performance of the students. The participants were two groups of students, the total respondents were 42 first year civil engineering students. Pre-test and post-test were given to assess students’ ability and motivation in learning specialized English words used in civil engineering field before and after the learning strategy implemented. In the post test, students showed the improvement of learning motivation and ability compared to the result in the pre-test. It could be seen from the average scores the students achieved by group 1 and group 2 in the post test were 84.3 and 84.2, respectively. The scores were much higher compared to the average score gotten by the group 1 and group 2 in the pre-test, which were 55 and 54.7, respectively. It could be summed up that Mentimeter learning website could boost English learning motivation which in turn increased learning performance in learning technical English vocabulary for civil engineering students. Once students highly motivated the performance and ability also increase sharply.   
Speaking Skills in EFL Classroom: Islamic college Students’ Perceptions on Task-Based Language Teaching Andi Syahputra
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May (In Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.15274

Abstract

Speaking is a crucial skill in English acquisition, presenting significant challenges for EFL learners. This study explores Islamic college students' perceptions of the implementation of Task-Based Language Teaching to improve their speaking skills at STAIN Teungku Dirundeng Meulaboh. This study adopted a qualitative case study design. The research sample encompassed 15 students and an English teacher. The instruments used in this research were interviews, supported by classroom observations. The findings found that Islamic college students positively evaluated Task-Based Language Teaching (TBLT) in speaking classes. Implementing TBLT enhances classroom dynamics. The combination of TBLT and collaborative learning improves speaking skills for both individuals and groups. The implication suggests that a teacher's classroom implementation of knowledge correlates with their comprehension of Task-Based Language Teaching (TBLT)
Unveiling Barriers to Decolonizing ELT at The Pre-University Level: Stakeholder Resistance and Systematic Barriers in Bangladesh Shorna Akter
International Journal of Education, Language, and Religion Vol 8, No 1 (2026): May (In Progress)
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v8i1.15052

Abstract

AbstractBased on the pedagogical feasibility of Communicative Language Teaching (CLT) in English Language Teaching (ELT) in non-native contexts, a growing body of research recognizes the importance of incorporating local epistemologies to reduce social and psychological distance within the pedagogical environment, facilitating the development of English skills. Moreover, over-reliance on imported ELT materials has proven ineffective, and therefore, the need for the decolonization of this conventional approach has become obvious (Akter, 2025). Considering the pedagogical scope of incorporating Bengali literature into the ELT classroom to support learners' English language development, the present endeavor aims to investigate the sequential phenomena that may arise from implementing a decolonizing approach to designing learning tools and activities using Bangla literature, and to identify any subsequent tensions that may emerge among stakeholders. Grounded in the post-method approach (Kumaravadivelu, 2001) and the perspective of translanguaging (García, 2009), the present qualitative study collected data through Focus Group Discussion (FGD) with the authoritative bodies of the three colleges, the teachers, and the guardians. The significant findings include deep-seated socio-cultural anxieties among stakeholders, institutions' tendency to avoid risk for good results, and, above all, teachers' reluctance to adopt any change for the pedagogical context due to their unpreparedness and lack of context-dependent assessment models.

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