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Interling : International Journal of English Language Teaching, Literature and Linguistics
Published by Universitas Islam Zainul Hasan Genggong
ISSN : 3025146X     EISSN : 30251451     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Interling : International Journal of English Language Teaching, Literature and Linguistics is a scientific journal published by the English Education Department of Universitas Islam Zainul Hasan Genggong. This journal aims to accommodate articles of research results in the field of English education as well as to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. Articles can be in the form of research results or literature reviews which will be published in July and November. Reviewers will review any submitted paper. Review process employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): July 2025" : 5 Documents clear
THE ROLE OF STUDENT ASSISTANTS IN PROMOTING INTERACTIVE ENGLISH LEARNING Maghfiroh, Rizkiana Intan Devi; Zakiyah, Ainun; Zainuddin, Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2087

Abstract

This study explores the role of student assistants in enhancing interactive English learning at MA Bahrul Ulum, an Islamic senior high school operating within a pesantren-based educational system. Positioned as part of a collaborative teaching strategy, student assistants serve not only as academic support but also as facilitators who promote learner engagement through a variety of interactive approaches. Employing a qualitative descriptive methodology, data were collected through classroom observations, interviews with English teachers and teaching assistants, as well as student reflections. The findings indicate that student assistants contribute meaningfully to building a more dynamic and student-centered classroom. They incorporate strategies such as language games, group discussions, role-plays, and the use of digital tools to make lessons more engaging. These methods were found to lower students’ anxiety when speaking English and increase overall classroom participation. Despite challenges such as limited experience and time management difficulties, assistants were able to bridge the gap between formal instruction and informal, communicative language practice. Their presence also made learning more relatable, especially through peer-to-peer interaction. Furthermore, their efforts aligned with the goals of the Merdeka Curriculum, which encourages contextualized, independent, and meaningful learning. In the pesantren setting, student assistants successfully integrated Islamic values into language activities, making English instruction more culturally relevant. The study concludes that, with proper training and structured implementation, student assistantship programs have the potential to significantly improve English language education in Islamic-based schools by enhancing motivation, fostering communication, and creating supportive learning environments.
EMPOWERING STUDENT READING SKILLS THROUGH GUIDED READING SESSION FOR SENIOR HIGH SCHOOL Isabella, Putri; Wahyuni, Nadia Nur; Shoimah, Hikmatus; Zainuddin, Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2088

Abstract

This study explores The ability to read effectively is a fundamental skill that significantly influences students’ academic performance and overall language development, particularly at the senior high school level where students are expected to engage with complex texts across various subjects. However, many students continue to struggle with reading comprehension, vocabulary acquisition, and critical thinking, often due to traditional, one-size-fits-all instructional methods that fail to address individual learning needs. This study investigates the implementation of guided reading sessions as a strategic intervention to empower students’ reading skills in senior high school settings. Guided reading, which involves small-group, leveled instruction, allows teachers to provide targeted support, adapt teaching to students’ proficiency levels, and foster active participation in reading activities. Using a qualitative descriptive approach, data were collected through classroom observations, student interviews, and reading performance assessments over the course of the intervention. The findings indicate that guided reading sessions significantly enhance students’ reading fluency, comprehension, and engagement by creating a supportive, student-centered environment. Furthermore, the collaborative aspect of guided reading encourages peer interaction and builds reading confidence. This research concludes that guided reading is an effective pedagogical strategy for promoting literacy growth and student empowerment. The study offers practical recommendations for educators seeking to implement guided reading in diverse classrooms and highlights the need for further research to refine its application in secondary education
IMPLEMENTING COMMUNICATIVE LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING FOR SENIOR HIGH SCHOOL STUDENTS: A REFLECTIVE STUDY DURING TEACHING PRACTICE Salviya, Nafsiatul; Zainuddin, Zainuddin
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2089

Abstract

This reflective study explores the implementation of communicative learning strategies in teaching English at a senior high school during a one-month teaching practice in an Islamic boarding school setting. The aim is to analyse how communicative approaches such as role-play, group discussion, and real-life interaction tasks can be effectively applied without reliance on digital tools. Using a qualitative descriptive method, data were collected through classroom observation, reflective journals, teaching documentation, and student interviews. The findings indicate that communicative strategies significantly improved students' engagement and speaking confidence, despite limited technological support. Interview responses revealed that students felt more motivated and involved when participating in real-life based communication activities rather than rote learning. Observational and documentation data further confirmed that learner-centered methods encouraged greater autonomy and peer collaboration. The study also reveals several challenges, including time constraints and students’ varying language proficiency levels, which at times hindered balanced participation. However, adaptive teaching techniques such as differentiated instructions, visual aids, and role-based tasks proved effective in addressing these issues. This study contributes practical insights into English language teaching in resource-limited contexts and highlights the importance of contextual flexibility. Furthermore, it emphasizes the value of reflective teaching practices for pre-service teachers, particularly in environments where modern technological tools are limited or unavailable. Ultimately, the findings advocate for the integration of communicative learning strategies to enhance learner motivation and speaking fluency in traditional educational settings.
THE IMPACT OF STUDENT ASSISTANTS ON INTERACTIVE ENGLISH LEARNING ENVIRONMENTS Shohib, Jinani Firdausiyyah; Robiah, Maulidia Habibatur; Aldama, Putri Anggun Nur Imamah Ulfa
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2090

Abstract

Glossophobia, the fear of public speaking, is a widespread problem among students, often impacting their academic success and personal growth. This fear can make it difficult for students to engage in class discussions or presentations. Fortunately, technology offers a variety of tools to help reduce glossophobia and improve speaking skills. Technologies such as language learning apps, virtual reality (VR), and speech recognition software allow students to practice speaking in low-pressure environments, which can help them build confidence. This article explores the role of these technological tools in helping students overcome their fear of public speaking and improve their speaking abilities. The study also presents data on the effectiveness of these technologies and their practical application in real-world learning settings. By leveraging technology, students can practice and refine their speaking skills, which can help them become more confident and proficient public speakers. This research highlights how such tools are making a positive impact on students' public speaking skills and overcoming glossophobia.
THE ROLE OF TECHNOLOGY IN REDUCING GLOSSOPHOBIA AND IMPROVING STUDENT’S SPEAKING SKILL Zainuddin, Zainuddin; Robiah, Maulidia Habibatur; Shohib, Jinani Firdausiyyah; Anggun, Putri
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 3 No. 1 (2025): July 2025
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v3i1.2091

Abstract

Glossophobia, the fear of public speaking, is a widespread problem among students, often impacting their academic success and personal growth. This fear can make it difficult for students to engage in class discussions or presentations. Fortunately, technology offers a variety of tools to help reduce glossophobia and improve speaking skills. Technologies such as language learning apps, virtual reality (VR), and speech recognition software allow students to practice speaking in low-pressure environments, which can help them build confidence. This article explores the role of these technological tools in helping students overcome their fear of public speaking and improve their speaking abilities. The study also presents data on the effectiveness of these technologies and their practical application in real-world learning settings. By leveraging technology, students can practice and refine their speaking skills, which can help them become more confident and proficient public speakers. This research highlights how such tools are making a positive impact on students' public speaking skills and overcoming glossophobia.

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