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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 94 Documents
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Examining the Nexus: A Statistical Analysis of Factors Shaping Academic Performance Hamza, Ali; Saddiqua, Ayesha
IJELR: International Journal of Education, Language, and Religion Vol 6, No 2 (2024): November
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i2.9217

Abstract

Education stands as a nation's paramount legacy, particularly to its young populace, shaping the course of a society's advancement. The quality of education a nation provides significantly dictates its progress. This study is conducted to explore the diverse factors influencing academic performance among students at Punjab University. A sample of 276 students was drawn utilizing Yamane’s formula through random sampling and data collection employed questionnaires. CGPA is used as the measure of academic performance of students. Data Analysis is done using SPSS. Results are portrayed descriptively using frequencies, percentages, and visual aids, while inferential statistics included Pearson’s Chi-Square unveil associations, Factor Analysis to extract academic factor, Mann-Whitney U and Kruskall-Wallis H tests to explore the opinions of students for different variables. Interestingly, no direct link emerged between respondents' CGPA and gender, but a notable correlation emerged between CGPA and their mothers' educational background. Via Conformity Factor Analysis four key factors surfaced: attitudes toward study, ability of time management, learning facilities and teachers’ professionalism. Mann-Whitney U test divulged differing opinions between male and female respondents concerning time management abilities and their attitudes toward studying. Additionally, Kruskall-Wallis H test highlighted varying perspectives among students of different CGPA levels regarding attitudes toward studying and teachers’ professionalism. Finding suggests that administration should not only focus on teacher trainings but also improve learning facilities.
Miscues in Reading Aloud: Insights into Proficient and Less Proficient Readers Ridhatillah, Muhammad Faris; Fitrisia, Dohra
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11792

Abstract

The purpose of this study is to determine the miscue that was frequently produced among good readers and poor readers. This study was limited to six students of 11th grade students in Babun Najah Islamic Boarding School using the purposive sampling method. This is a descriptive qualitative study using the of miscue analysis from Argyle (1989) and Mahmud and Gopal (2018). The findings revealed that the miscues were frequent by all readers but substitution and hesitation were the most common miscues among the subjects, with the 340 (63%) and 82 (15%) occurrences, respectively. Other miscues included repetition (58 occurrences,11%), correction (41 occurrences, 8%), insertion (17 occurrences, 3%), and omission (2 occurrences, 0%). These results highlight the prevalence of miscue patterns across different reading proficiency levels. Finally, this study will be useful as a reference for an alternative teaching strategy for English learning, especially in the course of reading. Keywords: EFL Students, Miscue Analysis, Reading Aloud
Breaking the Language Barrier: Anxiety, Its Impacts, and Coping Mechanisms of Student Interpreters Sabrina, Sabrina
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.12033

Abstract

Interpreting has long been regarded as a challenging task as it requires heightened cognitive and emotional effort in real-time, and anxiety often affects the interpreting performance. This study explored the factors and impacts of anxiety on the interpreting skills of students who are prospective interpreters. Using a qualitative approach, the study conducted semi-structured interviews with 15 English Department students at Universitas Serambi Mekkah who had finished the interpreting examination. Data were analyzed using thematic analysis, and four-anxiety-inducing factors were identified: Fear of Making Mistakes (80%), Lack of Self-Confidence (66%), Time Pressure (66%), and Lack of Preparation (46.6%). The impacts involved performance-related issues, cognitive impairment, physical symptoms, impaired active listening and attention. To cope with the challenges, the student interpreters employed preparation-based approaches, practice and skill development, physical relaxation techniques, and social support systems. This research provides insights that, even though the students independently adopted their own coping mechanisms, interpreting trainers or instructors should also take part in reducing their anxiety, such as incorporating stress management techniques, frequent simulation exercises, and confidence-building activities that could better prepare them for real-world interpreting scenarios.
EFL Learners’ Perspectives on the Utilization of Ice Breakers in Grammar Class: Is It Necessary? Muna, Hayatul; Mardhiah, Ainol; Juliana, Juliana; Setiyana, Rusma
IJELR: International Journal of Education, Language, and Religion Vol 6, No 2 (2024): November
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v6i2.10530

Abstract

This qualitative study attempts to find out students’ perceptions on the utilization of icebreakers in grammar class. It broadly believes that better teaching and learning provide a likely classroom climate. EFL teachers employ plenty of strategies and activities to actualize successful language acquisition. Reliable icebreaker activities are one of the techniques that support EFL learners to gain a well-turned learning outcome, especially in Grammar. To take the sample, the researcher used purposive sampling, which Involved 12 students from the 3rd semester of English Department at the State Islamic Institute of Lhokseumawe. A questionnaire with Likert-scale solely shed light on the description of EFL learners’ perceptions of the use of icebreakers in grammar class. Moreover, the data analysis was done through some steps, namely, data collection, data display, and conclusion drawing or verification. Several bar charts were presented to illustrate the data. The result indicated that icebreakers became substantial activities in grammar class to organize not only linguistic and social factors but also psychological factors in language learning, such as boredom, anxiety, nervousness, and insecurity. Various kinds of applicable ice breakers implemented in grammar class stimulate students’ interest, foster their motivation and enthusiasm, and develop interpersonal skills. Thus, EFL Learners are ready to undergo the forthcoming lesson on grammar and have a positive learning experience. So, understanding of the subject matter improves.  Finally, this study can be a powerful teaching reference for future research on similar topics.  
English for Hospitality: A Representation of Oral Communication Practices in Food and Beverage (F&B) Services in the British Mini-Series “Boiling Point” Eka Putri, Rahmadila
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11783

Abstract

English proficiency constitutes a pivotal competency in the professional hospitality industry, particularly within Food & Beverage (F&B) services, where oral communication significantly influences service quality, customer satisfaction, and overall operational effectiveness. This study examined the representation of English for Hospitality in high-pressure hospitality environments as depicted in British mini-series “Boiling Point” (2023) where linguistic precision, contextual awareness, and pragmatic competence were integral at ensuring effective interactions. Utilizing a descriptive-qualitative research design and purposive sampling, this study investigated verbal exchanges among restaurant staff and customers, focusing on essential communicative functions of order placement, complaint resolution, and small talk through pragmatic strategies. Thematic analysis revealed that effective order placement involved decision-making discourse and mitigated directives, ensuring clarity while minimizing imposition. In handling complaints, service recovery strategies such as explicit apologies, immediate corrective actions, and reassurance were essential for restoring customer trust and maintaining service excellence. Small talk served as a vital interpersonal engagement strategy, fostering rapport, enhancing guest experience, and reinforcing customer loyalty. Furthermore, this research highlighted the pedagogical potential of audiovisual media, particularly films or series, as instructional tools for English for Hospitality education. By bridging the gap between theoretical linguistic instruction and real-world hospitality practices, film-based instruction not only reinforces communicative competence but also cultivates students’ adaptability in professional service interactions through contextualized understanding of industry-specific discourse and cultural expectations. The immersive pedagogical approaches by incorporating film-based instruction, such as simulations and role-playing activities inspired by audiovisual content, can further strengthen learners’ ability to navigate workplace communication challenges. This study also contributes to the broader discourse on English for Specific Purposes (ESP) by demonstrating the efficacy of audiovisual-based learning in vocational education. Lastly, integrating AI-driven simulations and virtual reality into hospitality communication training can refine these methodologies, ensuring that professionals acquire linguistic and pragmatic skills aligned with global service standards.
The Relationship Between Listening to English Songs and Learning Enjoyment on Students’ Vocabulary Mastery Pratiwi, Aurilia Lutvena; Suryadi, Suryadi
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.12111

Abstract

This study examined the frequency of English song listening, the degree of enjoyment children had studying the language, and the relationship between these variables and vocabulary mastery in seventh-grade students at SMPN 10 Serang City. Pre-tests, post-tests, and questionnaires were used to gather data from 104 students using a quantitative approach. The results demonstrated strong validity and reliability (reliability scores: 0,923 for song listening, 0,924 for vocabulary knowledge). The findings demonstrated that regular exposure to English-language music enhances students' vocabulary and adds enjoyment to the learning process. According to the study, including music in English classes can help students' vocabulary grow. It also proposes that more research be done on other variables that might affect learning results.
Parents’ Language Beliefs and Attitudes toward the Indonesian Language in Transnational Families Syafruddin, Yuliana Angreini; Yoestara, Marisa; A'la, Putri Nurul
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11619

Abstract

Parents’ language beliefs and attitudes play a significant role in shaping language practices at home. This descriptive qualitative study focuses on the families’ perspectives on multilingualism and their views on the necessity of learning the Indonesian language in order to find out parents’ beliefs and attitudes toward the Indonesian language. In collecting the data, this study used semi-structured interviews with 11 Indonesian-Australian families in Melbourne. The collected data were subsequently analyzed by using NVivo software. The findings indicate that all parents support multilingualism, recognizing its cognitive benefits, economic advantages, and the influence of their own multilingual experiences. However, variations exist regarding the inclusion of the Indonesian language in their children's multilingual repertoire. While eight families emphasized the importance of learning Indonesian to maintain family bonds and cultural heritage, three families perceived it as unnecessary due to their children’s primary identity as Australian citizens, infrequent visits to Indonesia, and the limited global utility of the language. These findings suggest that while multilingualism is believed to be widely valued, parental attitudes toward specific languages are influenced by their personal experiences, perceived utility, and cultural connections. Further research into how these beliefs translate into actual language practices at home would provide deeper insights into family language management.
Echoes of the Thai Accent: Examining Its Impact on English Learning and Teaching Strategies Aisyah, Aisyah; Erizar, Erizar; Husna, Faizatul; Oserio, Abigael Mallari
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11841

Abstract

This study examines the challenges faced by English teachers in Thailand when teaching students with a Thai accent and explores the strategies they employ to address these difficulties. The phonetic differences between Thai and English often lead to pronunciation difficulties, comprehension issues, and reduced self-confidence among students. Using qualitative methods, this research gathered data from interviews with three English teachers at Tessaban 2 Bansadao School. The findings indicate that limited English exposure, difficulty distinguishing certain phonemes, and the influence of Thai tonal and intonation patterns significantly hinder students’ learning. In response, teachers implemented phonetic drills, multimedia-assisted instruction, and various communication techniques to enhance pronunciation and engagement. Rather than focusing on accent reduction, the study emphasizes the importance of intelligibility in spoken English. By identifying accent-specific teaching strategies, this research contributes to more effective instructional practices for Thai-accented learners of English, ultimately improving their pronunciation and overall language skills.
The Influence of Students' Perception of Social Media and Learning Motivation on Their English Learning Cadatty, Bethan; Suryadi, Suryadi; Iryani, Endang
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.12112

Abstract

This study explores the influence of students’ perception of social media and their learning motivation on English learning. As social media becomes increasingly prevalent in students’ daily lives, its role in education, especially language learning, deserves critical attention. This research aimed to examine how students perceive the use of social media in their learning process and how their motivation affects their English learning outcomes. A quantitative survey method was employed, involving 100 eighth-grade students from SMPN 10 Kota Serang. Data were collected through a questionnaire containing 30 items related to the three main variables: students’ perception of social media, learning motivation, and English learning. The findings indicate that both students’ perception of social media and learning motivation significantly influence their English learning. Students who have a positive perception of social media tend to show higher learning motivation, which contributes to better performance in English. These results suggest that the use of interactive digital platforms could enhance students’ engagement and learning outcomes in English education. Further research is recommended to explore the long-term impact of social media integration in language learning.
Integrating ChatGPT in Higher Education: Insights into Student Usage, Critical Thinking, and Independent Learning Saputra, Nizar; Asirah, Asirah; Syafitri, Siska Eka
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11928

Abstract

This study aims to investigate how university students use ChatGPT in academic contexts and how they perceive its influence on critical thinking and independent learning. Using a descriptive survey method, data were collected from 156 university students through a structured questionnaire covering ChatGPT usage frequency, academic purposes, and perceptions related to critical and independent thinking. The findings reveal that 98.1% of students utilize ChatGPT for academic tasks such as research, essay writing, and problem-solving, with most using it either occasionally (55.1%) or weekly (20.5%). Students reported that ChatGPT supports their ability to analyze information and generate ideas, with over half agreeing that it enhances critical thinking. However, a notable portion also expressed concerns about potential overreliance on AI, suggesting it may hinder independent thought and problem-solving skills. Based on these insights, the study recommends integrating AI literacy into higher education curricula to promote mindful, ethical, and strategic use of tools like ChatGPT. This approach can help students balance the benefits of AI with the development of their autonomous academic skills.

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