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Hendri Purbo Waseso
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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 152 Documents
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From Theory to Practice: Global Englishes Language Teaching in the Indonesian Context Budiman, Asep
Tarling : Journal of Language Education Vol. 10 No. 1 (2026): Januari 2026
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.v10i1.16080

Abstract

English has evolved from a historically local language into the world’s most widely used global lingua franca, shaped by colonial expansion, economic power, and intensified globalization. Today, English is no longer owned by a small group of so-called native speakers but is used predominantly by multilingual speakers for intercultural communication across diverse global, local, and glocal contexts. Responding to this sociolinguistic reality, this paper synthesizes key insights from Global Englishes scholarship and articulates a comprehensive pedagogical framework consisting of thirteen interrelated dimensions for English language teaching. Drawing on paradigms such as World Englishes, English as a Lingua Franca, and English as an International Language, the paper critically examines how assumptions about language norms, users, pedagogy, assessment, ideology, and teacher education require reconceptualization. Each dimension foregrounds the need to move beyond static, idealized native-speaker models toward dynamic, usage-based, and context-sensitive understandings of English communication. Collectively, the framework highlights the importance of aligning curriculum, instruction, assessment, and teacher beliefs with the plural, multilingual, and ideologically embedded nature of English in the twenty-first century. The paper concludes that a paradigm shift in ELT is both timely and necessary to ensure pedagogical relevance and social responsiveness in an increasingly superdiverse world.
The Implementation of a Differentiated Approach in Arabic Online Interaction Skills Learning Via ChatGPT at MAN 1 Musi Banyuasin South Sumatra Zakiyatunnisa Al Mubarokah; Urwawuska Ladini; Masykur Hamba Roohimi
Tarling : Journal of Language Education Vol. 10 No. 1 (2026): Januari 2026
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v10i1.16181

Abstract

This study aims to describe the implementation of a differentiated approach in learning Arabic online interaction skills through ChatGPT at MAN 1 Musi Banyuasin, South Sumatra. The research method used is descriptive qualitative with thirty-three students and one Arabic teacher as research subjects. Data collection techniques used observation, interviews, and documentation. The Miles & Huberman method of data analysis, which includes data reduction, data presentation, and conclusion drawing. The results of this study indicate that implementing a differentiated approach in learning Arabic online interaction skills through ChatGPT consists of three stages, namely the planning, implementation and authentic assessment stages. (1) Learning planning is designed by preparing a flexible Teaching Module equipped with a mapping of student abilities and needs through diagnostic assessments. (2) Learning implementation begins with grouping students according to the mapping results to facilitate students in the learning process and discussions among their choices. (3) The authenticity of the assessment can be adjusted to the abilities and interests of students, while the diversity of assessments can be adjusted to the style and passion of students in assignments, projects or formative assessments. Meanwhile, Arabic language teachers employ a differentiated approach to content, process, and product differentiation for each student. Challenges faced by teachers in implementing the independent curriculum include curriculum adaptation, resource and time availability, and diverse student learning styles. The findings of this study indicate that the approach used by teachers in online interactive Arabic learning is effective and can facilitate student learning.
Unlocking English Teaching: Teacher Beliefs and Practices on Translanguaging at MTs Darul Ulum Shanas Septina Putri; Rizka Safriyani; Ucik Nurul Hidayati
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/5rvh3149

Abstract

Backround - This study explores English teachers' beliefs and practices regarding translanguaging at MTs Darul Ulum, an Islamic junior high school in East Java, Indonesia. Translanguaging has emerged as a transformative approach in multilingual education, enabling students to draw on their linguistic resources to enhance English learning. Urgency of Research - This study contributes to the field by demonstrating how translanguaging functions as a culturally responsive practice within Islamic school contexts, bridging the gap between sacred linguistic traditions and modern instructional needs. The discussion reveals a tension between teachers' beliefs and institutional English-only norms. Research Objectives - The instrument, adapted from García and Wei's translanguaging framework, aimed to reveal teachers' beliefs, classroom practices, and influencing factors. Research Method - This research used a qualitative, exploratory design, with open-ended online questionnaires distributed to three English teachers with varying teaching experience. The data collected from the open-ended questionnaires were analyzed using thematic analysis. Research Findings - The findings show that teachers hold positive beliefs toward translanguaging, recognizing its value in improving student comprehension and participation. However, their conceptual understanding varied: some perceived translanguaging as simple code-switching, while others viewed it as a pedagogical tool. Teachers used translanguaging mainly to clarify grammar, explain vocabulary, and maintain engagement. Research Conclusion & Novelty - The study concludes that translanguaging enhances learning in multilingual classrooms and recommends teacher training and flexible language policies to support its effective implementation. This study contributes to the field by demonstrating how translanguaging functions as a culturally responsive practice within Islamic school contexts, bridging the gap between sacred linguistic traditions and modern instructional needs.
The Design of Language Testing and Evaluation Materials for the English Department Irra Wahidiyati; Windhariyati Dyah K; Ghaida Thifal
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/zmt7nq49

Abstract

Background - The students of Tadris Bahasa Inggris need explicit material about assessments and tests. They need the material to develop listening and speaking skills. Next, the TBI students must master the creation of writing and reading test items. In addition to creating writing and reading test items. Urgency of Research – The needs analysis shows that students’ needs regarding the Language Testing and Evaluation subjects in the English Department of UIN Prof. K. H. Saifuddin Zuhri Purwokerto. They need information on how to create assessment rubrics for them. The learning materials used are compiled to meet the students' needs. Research Objectives – This study conducts a needs analysis of students' needs regarding the Language Testing and Evaluation subject and designs new material for it. Research Method - A mixed method was used to answer the research questions. The researcher analyzed the institution's problems and assessed whether students' needs aligned with the syllabus or lesson plan. The information sources were 100 students and 2 lecturers. Research Findings – The draft of the material consists of 7 chapters. Chapter 1 discusses assessment concepts and issues. Chapter 2 discusses the principles of language assessment. Chapter 3 discusses the design of classroom language tests and standardized testing. Chapter 5 discussed the assessment of listening, including intensive, responsive, selective, and extensive listening. Chapter 6 discusses assessing speaking, including imitative, intensive, responsive, interactive, and extensive speaking. Chapter 7 discusses the assessment of reading, including perceptive, selective, interactive, and extensive reading. Chapter 8 discusses assessing writing, including imitative, intensive, responsive, and extensive. Chapter 9 discusses the assessment of grammar and vocabulary. The last chapter discusses the grading and evaluation process. Research Conclusion & Novelty - The materials integrate assessment theory, test construction, and rubric development for all language skills into a single contextualized resource designed to promote Language Assessment Literacy.
Evaluating HOTS Integration in an Arabic Teaching Module: A Revised Bloom’s Taxonomy Analysis in the Context of the Merdeka Curriculum latifnurdiansyah; Zubaidah
Tarling : Journal of Language Education Vol. 10 No. 1 (2026): Januari 2026
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v10i1.16214

Abstract

The integration of Higher-Order Thinking Skills (HOTS) into teaching materials has become an essential requirement in the implementation of the Merdeka Curriculum, which emphasizes meaningful, critical, and creative learning. This study aims to analyze the suitability of tasks contained in the Arabic teaching module for Grade IX at SMP Islam Al Azhar 39 Bukittinggi based on HOTS principles within the framework of the Revised Bloom’s Taxonomy. This study employed a qualitative descriptive approach using the directed content analysis method. All task instructions in the module were classified into lower-order thinking skills (LOTS; C1–C3) and HOTS (C4–C6) cognitive levels. The findings revealed that, out of 33 identified tasks, 12 tasks (36.4%) were categorized as HOTS, while 21 tasks (63.6%) were classified as LOTS. HOTS tasks were dominated by the C4 (analyzing) and C6 (creating) levels, whereas the C5 (evaluating) level was absent. These findings indicate that the module has supported the development of students’ analytical and creative abilities; however, the cognitive level distribution remains uneven and does not yet cover the complete HOTS hierarchy. Therefore, the module demonstrates a reasonably good alignment with the Merdeka Curriculum, but requires further improvement through the inclusion of evaluative tasks and a wider variety of higher-order thinking activities.
Utilizing Deep Learning Approaches for Enhancing English Vocabulary Acquisition fahriany fahriany
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/xh0hyx65

Abstract

Utilizing deep learning approaches for enhancing English vocabulary acquisition has emerged as a promising innovation in the field of language learning and educational technology. Deep learning, a subset of artificial intelligence, enables machines to process and analyze large volumes of linguistic data in a way that mimics human cognitive functions. When applied to vocabulary learning, deep learning algorithms can personalize content, identify learner patterns, and adapt instructional materials based on individual progress and proficiency levels. This allows for more efficient and targeted learning experiences, especially when integrated into mobile or web-based platforms. Learners are exposed to contextual vocabulary usage, real-time feedback, and engaging multimedia resources, which together foster deeper retention and understanding. Furthermore, natural language processing (NLP), a key component of deep learning, enables systems to evaluate learner input, provide synonyms, definitions, and usage examples, and even generate exercises tailored to learners’ specific needs. Studies have shown that incorporating deep learning in vocabulary acquisition can improve motivation, increase learning speed, and support long-term memorization by reinforcing word use in meaningful contexts. This technological approach also enables educators to track student progress in real-time and adjust learning paths accordingly. As a result, deep learning is not only transforming traditional language instruction but also making English vocabulary acquisition more dynamic, interactive, and learner-centered. With continuous advancements in AI, the integration of deep learning in language education is expected to become more prevalent and impactful, offering a powerful tool for learners striving to achieve greater fluency and vocabulary mastery.
EVALUATING ARTIFICIAL INTELLIGENCE TOOLS IN IDENTIFYING TRANSLATION TECHNIQUES IN LITERARY TEXTS Ika Oktaria; Abitya Sakti Fathan Narotama
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/vnbhxq10

Abstract

Backround - The rapid advancement of Artificial Intelligence (AI) in translation studies has transformed how literary texts are processed, shifting from literal word-for-word transfer to more contextually nuanced approaches. Literary fables demand particular sensitivity to personification, onomatopoeia, and moral messaging. Urgency of Research - Despite the proliferation of AI translation tools, previous studies have predominantly focused on macro-level quality evaluation (e.g., fluency and accuracy) rather than examining the micro-linguistic strategies AI employs. There remains a significant gap in understanding how different AI models identify and apply established translation techniques within Molina and Albir's comprehensive framework of 18 translation techniques. Research Objectives - This study aims to evaluate and compare the performance of four AI tools—ChatGPT, Gemini, Claude, and DeepL—in identifying and applying translation techniques in the literary fable "The Clever Rabbit," specifically examining how each model utilizes Molina and Albir's 18 translation techniques to achieve dynamic equivalence. Research Method - Adopting a qualitative descriptive approach, this study employs purposive sampling to select translation units demonstrating specific techniques. Data were collected through comparative textual analysis of one English source text and four Indonesian target texts, validated through theoretical triangulation and source triangulation. Research Findings - The findings reveal a clear strategic polarization: generative AI models (ChatGPT, Gemini, Claude) demonstrate dominance in complex transformation techniques such as Modulation (20-23%), Equivalence (12-13%), and Explicitation, reflecting deeper contextual understanding. In contrast, DeepL shows extreme reliance on Literal Translation (>65%) with minimal cultural or stylistic adaptation. ChatGPT excels in local adaptation through generalization and particularization; Gemini stands out in narrative vitality through expressive lexical variation; and Claude offers structural efficiency through precise grammatical reduction. Research Conclusion & Novelty - This study concludes that while all AI tools can transfer denotative meaning, generative models (LLMs) are superior in applying high-level translation techniques necessary for maintaining emotional nuance, discourse cohesion, and literary appeal. The novelty lies in its micro-linguistic analysis using Molina and Albir's comprehensive taxonomy across four distinct AI platforms, providing unprecedented insight into the "black box" of AI translation strategies. The findings offer practical guidance for educators, researchers, and translators in selecting appropriate AI tools, emphasizing that critical human post-editing remains indispensable for achieving true literary equivalence.
Pendekatan Deduktif Vs Inductive : Bagaimana itu meningkatkan pemahaman siswa terhadap simple present tense di SMA Negeri 11 Palembang Salsabillah Nurhaliza
Tarling : Journal of Language Education Vol. 9 No. 2 (2025): Juli 2025
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/t8ackw96

Abstract

English tenses are important for effective communication, yet many EFL learners struggle to use them correctly. This study investigated the effectiveness of deductive and inductive approaches in improving students’ understanding of simple present tense at SMA Negeri 11 Palembang. A quantitative method was employed, using a pretest-posttest design. The participants were 72 eleventh-grade students divided into two groups: 35 students taught through a deductive approach, where rules were explained directly, and 37 students taught through and inductive approach, where rules were discovered from examples. The research was conducted over twelve meetings consisting of a pretest, ten treatments, and a posttest. A multiple-choice test served as the main instrument. Data were analyzed using paired sample t-test and independent sample t-test. Results revealed significant improvement in both groups. The deductive group had a t-value of -8.991 (df = 34, p < 0.001), while the inductive group had a t-value of -7.698 (df = 36, p < 0.001). The posttest comparison showed a t-value of 2.262 (df = 70, p = 0.027), with mean scores of 85.57 for the deductive group and 81.48 for the inductive group. These findings suggest that while both methods are effective, the deductive approach demonstrated greater effectiveness in teaching simple present tense.
Investigating Pre-Service English Teachers’ Feedback Literacy In Indonesia: A Mixed Method Study Sabila Lauren; Amalul Umam; Risna Syafitri; Alan Jaelani
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/4t5prn07

Abstract

Backround - Feedback plays a vital role in minimizing learning gaps, yet its effectiveness fundamentally depends on students' capacity to process and implement it.Urgency of Research - Although feedback research is abundant, studies specifically examining feedback literacy among Indonesian pre-service teachers remain scarce, with little mixed-method data combining quantitative trends with qualitative narratives.Research Objectives - Framed under a dual-dimension readiness framework, this study investigated student feedback literacy (SFL) among Indonesian English pre-service teachers, examining gender differences, its correlation with academic performance, and the underlying factors promoting this capacity.Research Method - An explanatory sequential mixed-method design was employed. Quantitative data were gathered from a survey of 70 English pre-service teachers, followed by qualitative semi-structured interviews with selected participants across high, medium, and low performance bands.Research Findings - The quantitative findings revealed a significant gender difference, with female pre-service teachers demonstrating higher feedback literacy scores than males. Furthermore, a significant positive correlation was established between feedback literacy and academic achievement. Qualitatively, socio-affective readiness characterized by a mature appreciation of feedback value and high behavioral proactivity emerged as the primary differentiator and dominant driver governing students' long-term engagement. Meanwhile, cognitive readiness served as the functional operational agent required to process technical corrections.Research Conclusion & Novelty - The integration of data indicates that the moderate correlation reflects asymmetric readiness profiles among students, where motivational drives and interpretive capacities often diverge. These insights underscore the need for teacher education programs to cultivate emotional resilience alongside technical skills to optimize the transformative potential of instructional feedback.  
Developing Audio-Visual Arabic Learning Media Based On Islamic Ecotheology For Environmental And Disaster Literacy At Madrasah Aliyah Ihwan Rahman Bahtiar; Ahmad Marzuq; Muhammad Ridwan Effendi
Tarling : Journal of Language Education Vol. 10 No. 2 (2026): Juli
Publisher : Arabic Language Education Study Program, Tarbiyah and Teacher Training, UIN Prof K.H Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/1pck5y06

Abstract

Backround - The global ecological crisis and Indonesia’s disaster prone status demand Arabic learning materials that integrate environmental themes and Islamic ecotheology. Current materials, however, rarely address these topics.Urgency of Research - No study has yet designed audiovisual Arabic learning media that deliberately combine Islamic ecotheology (khalifah, amanah, prohibition of fasād) with disaster-mitigation literacy for Madrasah Aliyah students.Research Objectives - This study aims to develop and validate such media to enhance students’ environmental awareness and disaster preparedness.Research Method - A research and development (R&D) design using the ADDIE model was employed, limited to analysis, design, development, and expert validation. The needs analysis involved 203 students and four Arabic teachers from four Madrasah Aliyah in DKI Jakarta and West Java. Data were collected through a validated 42-item questionnaire (Cronbach's Alpha = 0.919), teacher interviews, and expert validation sheets. The media prototype was validated by three experts using a 5 point Likert scale.Research Findings - The highest need dimension was “Desire for audio visual  features” (mean = 3.58; 91.5% agreed), followed by “Necessity of Arabic materials on environment and disaster” (mean = 3.53; 92.1% agreed) and “Integration of Islamic ecotheology” (mean = 3.45; 89.6% agreed). Item level analysis showed that 97.5% of students agreed with P1 (the need for environmental/ disaster vocabulary) and 95.0% with P28 (a preference for animated videos). The developed prototype consists of two episodes (5–7 minutes each) on khalifah and amanah. Expert validation yielded a feasibility score of 88.33% (very feasible).Research Conclusion & Novelty - The media is feasible and directly addresses the identified gap. Its novelty lies in the deliberate integration of Islamic ecotheology values with disaster literacy into a single audio visual Arabic learning medium – a combination absent from previous studies. The prototype can serve as a practical reference for Arabic teachers and curriculum developers seeking to embed ecological and spiritual values into language instruction.

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