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Hendri Purbo Waseso
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tarling@uinsaizu.ac.id
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Fakultas Tarbiyah dan Ilmu Keguruan UIN Prof. K.H. Saifuddin Zuhri Purwokerto Jl. Jend. A. Yani No. 40A Purwokerto 53126 Jawa Tengah - Indonesia
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Tarling : Journal of Language Education
Published by Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
ISSN : 25991302     EISSN : 26144271     DOI : https://doi.org/10.24090/tarling
Core Subject : Education,
Languange, Linguistic, Communication & Media
Tarling : Journal of Language Education published by Prodi Pendidikan Bahasa Arab FTIK IAIN Purwokerto. This journal was first published in December 2017. This journal contains studies on Arabic Language Education, English Education and Indonesian Language Education and literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 129 Documents
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The Use of ChatGPT in English Language Learning: A Systematic Literature Review Nur Hidayati; Erna Andriyanti; Novasa Adiyani
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.14740

Abstract

The integration of Artificial Intelligence (AI) in education has accelerated significantly, yet there remains a gap in systematic research exploring its role in English language learning. This systematic review examines 21 studies (2022–2024) on ChatGPT's role in English learning, focusing on its use by students and teachers, as well as its benefits and challenges. Following PRISMA guidelines, this review analyzes data from Scopus, ERIC, and Google Scholar using thematic analysis to identify key themes. The findings reveal that students employ ChatGPT for academic writing assistance, vocabulary development, and idea generation, while teachers leverage it for lesson planning, instructional material preparation, and student assessment. The advantages include enhanced motivation, improved writing proficiency, and personalized learning experiences. However, concerns such as over-reliance on AI, ethical dilemmas, and data privacy risks persist. This study underscores the potential of ChatGPT in fostering interactive and engaging language learning environments, advocating for a balanced integration of AI and traditional pedagogical approaches. The investigation of the sustained implication of ChatGPT use and approach to maximize the application in educational settings should be conducted for the future research.
Bahasa Inggris Harida, Eka Sustri; Siregar, Sri Rahmadhani; Diana, Pati; Rahmadani, Addini Hayatunnuha
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.14758

Abstract

Reading is finding information in what we read. Sometimes readers had difficulties with it. This study aimed to identify the students’ difficulties in reading and to identify the solution of AI that they used. The sources are the English students at UIN Syahada Padangsidimpuan. It is a mixed-method study by using closed interviews, questionnaires, and giving reading tests, and to get the data. Data had been analyzed by reading, grouping, coding, and giving interpretation, then by descriptive statistics. The findings showed that the students had difficulties in finding detailed information, finding the contrasting ideas, and identifying major sentence. Then, 65% of the students used AI tool; the most commonly used are Chat-GPT and Google Translate. They knew a lot about AI; however, they were not interested in using it because it is difficult to understand. It is implied that the students need to learn more to be able to understand the contents while reading English texts. They also need to be able to use many applications in their English reading, and be careful not to be suspended in using AI. The English lecturers need to teach the students to practice reading ability and using AI carefully.
Ethnography of Code-Switching: A Classroom-Based Study in Bilingual (English–Arabic) Islamic Boarding Schools Ahmadi, Ahmadi
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.14785

Abstract

This research explores the phenomenon of code-switching in bilingual (English–Arabic) classrooms within Islamic boarding schools (pesantren) in Indonesia. Utilizing a classroom ethnography approach, the study investigates how language alternation occurs during daily instructional activities and how it serves various pedagogical, religious, and sociocultural purposes. Data were collected through classroom observations, audio recordings, and in-depth interviews with teachers and students at two pesantren that implement both international (English-based) and Islamic (Arabic-based) curricula. The findings demonstrate that code-switching is systematically employed by teachers and learners as a strategic tool to clarify concepts, manage classroom discourse, and reinforce religious identity. Rather than being perceived as linguistic interference, it functions as an intentional and context-sensitive practice shaped by the multilingual and multicultural nature of pesantren education. In this setting, Arabic often marks moments of religious significance, such as quoting Qur'anic verses or conveying Islamic values, while English is used to navigate academic content, instructions, and modern discourse. This interplay reflects a hybrid identity cultivated in pesantren students one that harmonizes Islamic tradition with global engagement. The study highlights the value of code-switching as a communicative and pedagogical asset in Islamic bilingual education, challenging deficit views of language mixing. It offers practical implications for teacher training, bilingual curriculum design, and sociolinguistic awareness in religious schooling. These findings encourage educators and policymakers to view code-switching not as a challenge, but as a resource that enriches the learning process in multilingual Islamic contexts.
Memberdayakan ELSA SPEAK: Pendekatan Modern untuk Menguasai Berbicara dan Pelafalan Bahasa Inggris dengan Teknologi AI untuk Siswa Bahasa Inggris sebagai Bahasa Asing: Pemberdayaan ELSA SPEAK: Pendekatan Modern untuk Menguasai Kemampuan Berbicaar dan Pelafalan Bahasa Inggris dengan Teknologi AI untuk Siswa dalam bidang Bahasa Inggris sebagai Bahasa Asing Ariesta, Naura; Aulia, Shifa Mantika Nur; Purnama, Yulian
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i2.14811

Abstract

This study critically analyses the ELSA Speak application and its multifaceted impacts on the development of speaking and pronunciation skills among English as a Foreign Language (EFL) learners. EFL students often encounter persistent challenges such as limited exposure to authentic native-speaking environments, anxiety related to fear of negative evaluation, and predominantly passive learning processes that hinder oral proficiency. The ELSA Speak app effectively addresses these barriers by providing immediate, personalized, and detailed feedback on various critical components of spoken English, including pronunciation accuracy, intonation patterns, speech rhythm, word stress, grammatical correctness, lexical choice, and overall fluency. Employing a comprehensive literature review methodology, this study synthesizes findings from 14 peer-reviewed academic articles published between 2019 and 2024, which investigate the app’s speaking modules designed to simulate real-life communicative contexts and its autonomous learning features enhanced by gamified progress tracking systems. The evidence indicates that ELSA Speak significantly enhances learners’ pronunciation precision and oral fluency, while concurrently boosting their self-confidence and intrinsic motivation to engage in language practice. Furthermore, the application mitigates chronic speaking difficulties commonly faced by EFL learners and facilitates improved performance in authentic communicative interactions. By integrating well-established pedagogical frameworks with cutting-edge artificial intelligence technology, ELSA Speak offers an innovative, efficient, and scalable solution to address existing gaps in EFL instruction. This study contributes valuable insights into the potential of AI-driven language learning tools to transform traditional language pedagogy and foster more effective, learner-centered approaches in the digital age.
PERKEMBANGAN FONOLOGI PADA ANAK DALAM PROSES AKUISISI BAHASA ARAB: KAJIAN PSIKOLINGUISTIK Faizzatin Isnaini; Hanik Mahliatussikah
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.12709

Abstract

This study analyzes children's phonological development in acquiring Arabic as a second language through a psycholinguistic approach. Arabic phonology presents high complexity, involving distinctive sounds not found in a child's native language, such as hijaiyah letters. Literature reviews reveal that phonological skills are influenced by internal factors, such as biological abilities and innate mechanisms (Language Acquisition Device), as well as external factors, including learning environments and teaching methods. Findings highlight key challenges in pronouncing hijaiyah letters, which can be addressed through multisensory approaches, the use of educational technology, and supportive learning environments. This study also emphasizes the importance of integrating phonology and semantics on arabic teaching. Holistic and adaptive learning strategies are recommended to effectively support Arabic language acquisition.
The تطبيق تعليم كتاب "العربية بين يديك الجزء الأول" في تعليم مهارة الكلام لدى الطلاب المرحلة الثانوية في مدرسة الحكمة الإسلامي العالمي باتو: Tathbiq Ta'lim Kitab "al-Arabiyyah Bayna Yadayk al-Juz' al-Awwal" fi Ta'lim Maharat al-Kalam lada al-Tullab al-Marhala al-Thanawiyya fi Madrasah al-Hikmah al-Islami al-Alami Batu Huda, Ahmad Nawirul Huda; Taufiq, R. Taufiqur Rochman; Ila, Nur Ila Ifawati
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.13214

Abstract

Arabic language learning at Al-Hikmah International Islamic Boarding School Batu High School experiences obstacles in its efforts to improve students' speaking skills. This is due to the absence of textbooks that are in accordance with the Arabic language learning curriculum at the educational institution. With the above problems, researchers want to apply the Al-‘arabiyah Baina Yadaik Book which aims to improve students’ ability in speaking skills. The method used by researchers in this research is descriptive qualitative where data is collected through observation, interviews and documentation. This method was chosen so that researchers are able to describe, and describe real phenomena in accordance with the facts in the field, and without any engineering in it. The data sources in this study were all 12th grade students of Al-Hikmah IIBS Batu High School. The data analysis technique used consists of data collection as well as data reduction and conclusion drawing. The results of this study can be concluded that (1). the application of the Al-'arabiyah Baina Yadaik book at Al-Hikmah IIBS Batu High School includes three stages, namely a. Learning preparation stage (isti'dad) b. Learning implementation stage c. Learning closing stage. (2). To find out some of the supporting factors and inhibiting factors for learning Arabic using the Al-'arabiyah Baina Yadaik book at Al-Hikmah IIBS Batu High School
تطوير مواد الإملاء على أساس المعرفة بالمحتوى التربوي التكنولوجي (TPACK) لترقية مهارة الكتابة لدى الطلبة في المدرسة المحمّدية المتوسطة سيدوموليو كوالا مادو Kastrawi, Puji; Taufiqur Rochman; Nur Hasaniyah
Tarling : Journal of Language Education Vol. 9 No. 1 (2025): Januari
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i1.13304

Abstract

Writing is one of the most in-demand skills today. Writing skills in Arabic are divided into three parts: calligraphy, imla' and insya'. The research methodology used is an experimental development approach with quantitative and qualitative approaches. Data collection methods include interviews, observations, questionnaires and tests. The result of this research and development is that imla' material was developed based on TPACK using the ADDIE model which consists of 1) Analysis: The most basic problem after conducting interviews and observations is the lack of textbooks to teach imla'. 2) Design: The researcher identified the teaching materials of imla' in the book about connecting the letters hijaiyah, tanwin, alif lam syamsiyyah and qamariyah, ta' marbuthah and maftuhah, and hamzah. Development: consists of cover, book data, introduction to the imla' book, guide to using the book, contents, imla' materials, exercises, providing material videos for each chapter through barcodes, providing dictation exercises through barcodes, research resources. 4) Implementation: Held at Muhammadiyah Sidomulyo Kwala Madu Junior High School. 5) Evaluation: through design experts and materials as well as student exam results. The development of this imla' material is different from previous research because it adds and integrates technology in the imla' material.
The Impact of Teachers' Professional Competence and Students' Emotional Intelligence on Arabic Learning achievements at Madrasah Aliyah Negeri 1 in Palembang Yusnani; Munirul Abidin; Penny Respati Yurisa
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i2.13589

Abstract

This research aims to determine the impact of teachers’ professional competence and students’ emotional intelligence on Arabic language learning achievement at Madrasah Aliyah Negeri 1 Palembang. This research employed quantitative methods with a survey research design. The population included all students at Madrasah Aliyah Negeri 1 Palembang. A stratified random sampling technique was utilized, yielding a research sample of 91 students. Data were obtained through questionnaires and supporting documents. The findings of this study demonstrate that both independent variables—teachers' professional competence and students' emotional intelligence—positively and significantly impact Arabic learning achievements. The regression coefficient for teachers' professional competence is 0,101, while for students' emotional intelligence, it is 0,086. Furthermore, hypothesis testing using the F-test revealed that the F-count exceeds the F-table (8,635 > 3,10), with a significance coefficient of 0.000 which is below 0.05. This shows that the hypothesis (Ha) is accepted which states that teachers‘ professional competence and students’ emotional intelligence together have a significant effect on Arabic learning achievement.
From Strategy to Fluency: EFL Learners’ Preferences for Cognitive Learning Strategies to Overcome Psychological and Linguistic Challenges in Speaking Agustina, Rahmawati; Dio Resta Permana; Dita Rizki Anggraini
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan UIN Saizu Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v9i2.15204

Abstract

English as an international language has a crucial role, especially focusing on speaking skill among EFL learner. Many Indonesian students face difficulties in speaking English due to linguistic challenges (vocabulary, grammar, pronunciation) and non-linguistic factors (anxiety, low motivation, lack of confidence). The 2024 English Proficiency Index places Indonesia in the "Low" category, highlighting the need for effective cognitive learning strategies to overcome these challenges. This research aims to identify the most frequently used cognitive strategies among English Education students at IGM University and analyze how these strategies relate to their speaking proficiency. Employing a qualitative descriptive approach with purposive sampling of 76 students from various semesters, data were collected via open-ended questionnaires and in-depth semi-structured interviews with nine participants. Analysis using interactive models and thematic approaches found that repetition and practice, problem-solving and transfer, and elaboration and integration are dominant cognitive strategies. The most usage strategy users tended to exhibit higher confidence and better vocabulary handling, while the least strategy users preferred reflective, individual strategies. Both prefer for interactive methods like role-play and group discussions. Recommendations emphasize adaptive, personality-sensitive teaching approaches and encourage learners to explore diverse strategies consistently. This study contributes to developing inclusive and effective English-speaking instruction.

Page 13 of 13 | Total Record : 129

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