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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 142 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 Al Mubarokah, Zakiyatunnisa; Ladini, Urwawuska; Roohimi, Masykur Hamba
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.

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