Articles
<![CDATA[Cultural Democracy in Learning English at Madura Boarding School ]]>
<![CDATA[Moh. Hafidz]]>;
<![CDATA[Moh. Arief Wahyudi]]>
<![CDATA[ Civic-Culture : Jurnal Ilmu Pendidikan PKN dan Sosial Budaya Vol 3 No 1 (2019): Maret ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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<![CDATA[English is the language of daily life trains communication skills and job needs. This researchdescribes and analyzes about how cultural democracy in learning English is applied, maintaininglocal language (Madurese language) and the role of kiai in curriculum making? The benefits of thisstudy as a theoretical reference and practice in learning English to maintain local language andculture. This research was conducted at Madura Islamic boarding school using descriptivequalitative approach with ethnographic research design, data collection techniques throughobservation, interviews and documentation. While the way to analyzeis familiarizing and organizing,coding and reducing, and interpreting and representing. The results are always encouraging tutorsand students to shape the environment of English and develop students' knowledge with vocabularymastery through the ?settoran? method. Conduct observations and teachings through ?FantsyMorning? and ?Bazar Exhibition? and involve managers and alumni in making policies. Learninguses cooperative models by writing text in groups and reading text aloud. Speaking using Englishas a pesantren regulation. Maintaining pesantren culture, starting to dress and learning activities.Conducting curriculum development through deliberation to evaluate the entire set of activities andlearning outcomes. Assessing vocabulary mastery, writing skill and speaking skill successively.Learning a cultural democracy-based language maintains the pesantren's value system andenhances new abilities and knowledge of English and supports Madura (enggi-bhunten). While therole of the kiai in making curriculum is that there are those who are involved directly and indirectly.]]>
<![CDATA[Hand Doll Model in Teaching Speaking Skill ]]>
<![CDATA[Moh. Hafidz]]>
<![CDATA[ SELL Journal : Scope of English Language Teaching, Linguistics, and Literature Vol 1 No 1 (2016): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v1i1.492
<![CDATA[Teaching speaking skill is a systematical process of sending message orally. The aim of this result is describe the use of Hand Doll model in teaching Speaking Skill at junior high school. The researcher uses qualitative descriptive in case study design. Researcher uses some instruments such as checklist, interview and documentation. The result of this research is the Han doll model is implemented well and motivates students to speak English easily in simple dialogue such as daily topics. The instructors control the class to know the student’s problems such as pronunciation, vocabulary and comprehension. Then, reflecting those problems in modelling performance in front of the class.]]>
<![CDATA[Task-Based Learning Used in Teaching Speaking at Senior High School ]]>
<![CDATA[Faisal Anam]]>;
<![CDATA[Siti Maria Ulfa]]>;
<![CDATA[Moh. Hafidz]]>
<![CDATA[ SELL Journal : Scope of English Language Teaching, Linguistics, and Literature Vol 6 No 1 (2021): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v6i1.583
<![CDATA[The study aims to describe the implementation of task based learning in teaching speaking and students’ responses toward the use of task based learning to teaching speaking in Senior High School. The research design of the study was descriptive qualitative. It involved a video from YouTube that relate with the title of the study. The title of the video is Implementasi Kurikulum 2013 Saintifik - Bahasa Inggris SMA/MA†( Implementation of the 2013 Scientific Curriculum - English Subject of Senior High School/MA†) in the YouTube channel “Dunia Belajar 86â€. From the video that had been observed by the researcher, it can be concluded that Task-Based Learning was highly influential in teaching speaking skills as it could be seen from students’ responses and enthusiasm in participating in the learning activities. Further, the teacher provided a lot of stimulation in the form of media and questions that made the students feel more interested in the subject being taught.]]>
<![CDATA[Study on Edmodo Application to Improve Teaching Reading Skill at the First Grade of SMKN 01 Kamal ]]>
<![CDATA[Nova Masluha]]>;
<![CDATA[Moh. Arief Wahyudi]]>;
<![CDATA[Moh. Hafidz]]>
<![CDATA[ SELL Journal : Scope of English Language Teaching, Linguistics, and Literature Vol 6 No 1 (2021): SELL Journal ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v6i1.593
<![CDATA[Reading is one method of the basic learning in English skill that should be mastered by student in English. This research have been conducted in March 2020 at SMKN 01 Kamal. The researcher was expected how far student can write especially in narrative text. The researcher has found that some student bored and still difficulties in reading. This research in order to know are the use students reading skill and respond in student reading skill in narrative text. Researcher is used edmodo application in blended learning of the students reading skill in narrative text. The researcher uses data fieldnote and student interview. In this study was conducted three meeting in observation. The result of teaching learning process in the classroom can be success if almost some students can make retell of the narrative text by using blended learning in edmodo application and only a small percentage of the research in students who are still having trouble to understanding retell or the narrative text by using blended learning method. In this case, most of the students could reach the criteria of the success and suitable in the uses of the researcher as a strategy in teaching and learning in the classroom.]]>
<![CDATA[THE IMPLEMENTATION OF SCREENCAST O’MATIC VIDEO IN TEACHING LISTENING SKILL ]]>
<![CDATA[Kamiliyanto, Dimas]]>;
<![CDATA[Maulana Yusuf Aditya]]>;
<![CDATA[Moh. Hafidz]]>
<![CDATA[ SELL Journal : Scope of English Language Teaching, Linguistics, and Literature Vol 6 No 2 (2021): SELL Journal of English Education Department ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/sl.v6i2.676
<![CDATA[This study aims to know the implementation of Screencast O’matic video in teaching learning listening class, the researcher was chosen video screencast O’matic as media to deliver the material to the students. This study was descriptive qualitative research and conducted on Jun 21th – 22th, 2020. The participants of this research were the English teacher and the students of X IPA 1 at SMAS Islam YKHS Sepulu. The data were obtained by observing the students, the teacher, and the implementation of Screencast O’matic video in the listening class by making a transcript and screenshot of the result. The research finding indicates that the students like Screencast O’matic video because help them to know and learned about how to summarize, find the main idea from the video narrative, get a new vocabulary, how to speak like a native speaker and so on. The result of the observation indicates that the implementation of Screencast O’matic video in listening class makes the students more enthusiastic about the material and they can deliver what they have been heard from the video using their own words. Thus, Screencast O’matic video can be used as one of the alternative media for teaching students’ listening skill in a fun way.]]>
<![CDATA[Peningkatan Peningkatan Kemampuan Menulis dan Berpikir Kritis melalui Pemetaan Pikiran Visual Digital di Kelas Menulis ]]>
<![CDATA[S, Khafifah Indar Parawansa]]>;
<![CDATA[Moh. Hafidz]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 5 No. 2 (2025): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v5i2.455
<![CDATA[This study aims to determine the use, application and effect of digital visual mind mapping method on narrative text learning of MA Al Hidayah Bangkalan students. This research uses a qualitative design. The design used is a qualitative design. The instruments used by researchers are observation, interviews and documentation. The participants in this study were 1 teacher who taught English class XI at MA Al Hidayah Bangkalan. The observation result shows that learning using digital visual mind mapping creates an active, interactive, interesting and fun learning environment because students exchange opinions and build cohesiveness between teams. After conducting an interview with the teacher concerned, it can be seen that the application of the digital visual mind mapping method is very effective and can make students faster in understanding lessons through things that students really like and also motivate students to be more enthusiastic and train students' critical thinking skills. Although there are some students who are still shy and find it difficult due to the lack of vocabulary they have, the digital visual mind mapping method can make them more free to express ideas into writing. The results of the documentation as evidence and digital traces of the application of the method. The findings of this study show that the visual mind mapping method is a method that fits the needs of students today and facilitates students in writing activities and hones students' critical thinking skills.]]>
<![CDATA[QUIZIZZ APLICATION ON STUDENTS’ WRITING ACHIEVEMENT AT SENIOR HIGH SCHOOL BANGKALAN ]]>
<![CDATA[Wahyuni, Asri Dilla]]>;
<![CDATA[Moh. Hafidz]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i2.18665
<![CDATA[The purpose of this study is to look into how the Quizizz application affects students' writing achievement in the tenth grade at Bangkalan Senior High School. Writing is an essential ability for academic and professional success; nonetheless, many students struggle with grammar, sentence structure, and coherence, particularly in narrative works. This study used a quasi-experimental design with 36 tenth-grade pupils. The data were gathered by pre- and post-tests and analyzed with SPSS. The data show that using the Quizizz program considerably enhanced pupils' writing skills. Quizizz increased student enthusiasm and involvement throughout writing lessons. Based on the findings, it can be concluded that the Quizizz program is an effective digital tool for improving students' writing abilities, particularly in narrative text writing. Thus, including Quizizz into English language instruction can improve the teaching and learning process.]]>
<![CDATA[QUIZIZZ APPLICATION ON STUDENTS’ WRITING ACHIEVEMENT AT SENIOR HIGH SCHOOL BANGKALAN ]]>
<![CDATA[Wahyuni, Asri Dilla]]>;
<![CDATA[Moh. Hafidz]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i2.18665
<![CDATA[The purpose of this study is to look into how the Quizizz application affects students' writing achievement in the tenth grade at Bangkalan Senior High School. Writing is an essential ability for academic and professional success; nonetheless, many students struggle with grammar, sentence structure, and coherence, particularly in narrative works. This study used a pre-experimental design with 36 tenth-grade pupils. The data were gathered by pre- and post-tests and analyzed with SPSS. The data show that using the Quizizz program considerably enhanced pupils' writing skills. Quizizz increased student enthusiasm and involvement throughout writing lessons. Based on the findings, it can be concluded that the Quizizz program is an effective digital tool for improving students' writing abilities, particularly in narrative text writing. Thus, including Quizizz into English language instruction can improve the teaching and learning process.]]>
<![CDATA[Cultural Democracy in Learning English at Madura Boarding School ]]>
<![CDATA[Moh. Hafidz]]>;
<![CDATA[Moh. Arief Wahyudi]]>
<![CDATA[ Civic-Culture : Jurnal Ilmu Pendidikan PKN dan Sosial Budaya Vol. 3 No. 1 (2019): February ]]>
Publisher : <![CDATA[Penerbit STKIP PGRI Bangkalan ]]>
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DOI: 10.31597/cc.v3i1.90
<![CDATA[English is the language of daily life trains communication skills and job needs. This researchdescribes and analyzes about how cultural democracy in learning English is applied, maintaininglocal language (Madurese language) and the role of kiai in curriculum making? The benefits of thisstudy as a theoretical reference and practice in learning English to maintain local language andculture. This research was conducted at Madura Islamic boarding school using descriptivequalitative approach with ethnographic research design, data collection techniques throughobservation, interviews and documentation. While the way to analyzeis familiarizing and organizing,coding and reducing, and interpreting and representing. The results are always encouraging tutorsand students to shape the environment of English and develop students' knowledge with vocabularymastery through the “settoran” method. Conduct observations and teachings through “FantsyMorning” and “Bazar Exhibition” and involve managers and alumni in making policies. Learninguses cooperative models by writing text in groups and reading text aloud. Speaking using Englishas a pesantren regulation. Maintaining pesantren culture, starting to dress and learning activities.Conducting curriculum development through deliberation to evaluate the entire set of activities andlearning outcomes. Assessing vocabulary mastery, writing skill and speaking skill successively.Learning a cultural democracy-based language maintains the pesantren's value system andenhances new abilities and knowledge of English and supports Madura (enggi-bhunten). While therole of the kiai in making curriculum is that there are those who are involved directly and indirectly.]]>
