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All Journal IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Jurnal Al-Qiyam Jurnal Tana Mana English Language Teaching Journal Interling : International Journal of English Language Teaching, Literature and Linguistics
Kusworo, Budik
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences

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Implementing Mind Mapping to Improve the Ability of the Second Grade Students of MTS Bustanul Ulum Wagir Malang in Writing Narrative Kusworo, Budik
Jurnal Tinta Vol. 2 No. 1 (2020): Jurnal Tinta
Publisher : Institute Agama Islam Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/jurnaltinta.v2i1.272

Abstract

Penelitian ini dilakukan dalam rangka menjawab masalah penelitian, “Bagaimana pemetaan pikiran dapat meningkatkan kemampuan siswa kelas dua MTS Bustanul Ulum Wagir Malang dalam menulis narasi. Strategi ini dipilih karena kekuatannya dalam mendorong siswa untuk lebih aktif terlibat dalam proses belajar mengajar dan dalam membantu siswa untuk menghasilkan ide, atau setidaknya untuk memperkuat kemampuan mereka untuk menulis dalam bahasa Inggris Untuk menjawab masalah penelitian, Penelitian Tindakan Kolaboratif dilakukan mengikuti empat tahap, perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini dilaksanakan dalam dua siklus. Siklus pertama terdiri dari tiga pertemuan dan siklus kedua terdiri dari tiga pertemuan. Subjek penelitian ini adalah siswa kelas dua tahun 2012-2013 yang terdiri dari 42 siswa. Dalam penelitian ini, siswa ditugaskan untuk membangun teks naratif melalui implementasi pemetaan pikiran. Instrumen yang digunakan untuk mengumpulkan data adalah lembar observasi, kuesioner dan catatan lapangan.
DEICTIC ANALYSIS OF MINEFIELDS SONG LYRIC BY FAOUZIA FEAT. JOHN LEGEND Illiyin, Zainata; Kusworo, Budik
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 1 No. 1 (2023): July 2023
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v1i2.1207

Abstract

This study aims to analyze the types and the references of deictic words which found in the "Minefields" song lyric. Not only deixis, the researcher also provides an analysis of language functions in this study so that readers/listeners can understand the meaning of this song precisely and deeply. This study is aimed not only at people who love songs, but also at students who have difficulty determining the references and meanings of literal translations, and can be very useful in improving their English proficiency. This study used a qualitative descriptive research method and analyzed the deictic words in the "Minefields" song lyric. The researcher collects data by searching the lyric script on internet then recorded the deictic words found in "Minefields" song lyric. Therefore, the researcher analyze song lyric based on the type and function of deixis, determine the meaning references and analyze the deictic words using the study of language functions. The data source was the "Minefields" song lyric script. In addition, This song tells the story of two people who have had an affair in the past. This song contains many deictic words and elements of language such as poetic, conative and so on. The researcher analyzed the data by using the theory of Stephen C. Levinson who divided deixis into five types, namely 1) personal deixis; 2) spatial deixis; 3) temporal deixis; 4) discourse deixis and 5) social deixis. Moreover, the researcher classified the deictic words were found into each types of deixis based on Levinson's theory. In addition, the researcher determine the reference of deictic words contained in the Minefields song lyric then analyze them using study of language functions. There are fourty collected data that were found in this song lyric by the researcher of which twenty three data belong to personal deixis, two spatial deictic words, four belong to temporal deixis and eleven of discourse deictic words. The researcher suggested other researchers to discover more about deixis uses different data sources not only in the lyrics but can also be used in radio, advertising, fairy tales and others. In addition, the researcher hopes that the next researchers can give more understanding not only about deixis, but also the reference meaning and language function in order to improve mastery and sharpen language instincts.
An Investigation of The Impact of Using Peer Review on Writing Skill Development Sholikah, Fatma; Kusworo, Budik
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1223

Abstract

This study examines the impact of peer review on the development of writing skills among eleventh grade students at MA Raudlatul Ulum 2 Putukrejo. Using a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and documentation of 15 female students selected through purposive sampling. The results of the study indicate that peer review significantly improves the quality of students' writing, particularly in terms of grammatical accuracy, vocabulary selection, idea organization, and coherence. Feedback from peers helps students identify weaknesses that were previously unrecognized, making revisions more targeted and effective. In addition to its cognitive impact, peer review also fosters metacognitive awareness, critical thinking, self-confidence, and intrinsic motivation, while also training students in the skill of providing polite and constructive feedback. This activity also reinforces the core values of the pesantren, such as cooperation, mutual assistance, and social responsibility. Teachers play a crucial role as facilitators by providing clear guidance, organizing heterogeneous groups, and ensuring the relevance of feedback. These findings indicate that peer review is a comprehensive learning strategy that integrates academic, social, and character development, making it relevant to the demands of 21st-century education, which emphasizes collaboration, communication, creativity, and critical thinking.
An Investigation of The Impact of Using Peer Review on Writing Skill Development Sholikah, Fatma; Kusworo, Budik
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1223

Abstract

This study examines the impact of peer review on the development of writing skills among eleventh grade students at MA Raudlatul Ulum 2 Putukrejo. Using a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and documentation of 15 female students selected through purposive sampling. The results of the study indicate that peer review significantly improves the quality of students' writing, particularly in terms of grammatical accuracy, vocabulary selection, idea organization, and coherence. Feedback from peers helps students identify weaknesses that were previously unrecognized, making revisions more targeted and effective. In addition to its cognitive impact, peer review also fosters metacognitive awareness, critical thinking, self-confidence, and intrinsic motivation, while also training students in the skill of providing polite and constructive feedback. This activity also reinforces the core values of the pesantren, such as cooperation, mutual assistance, and social responsibility. Teachers play a crucial role as facilitators by providing clear guidance, organizing heterogeneous groups, and ensuring the relevance of feedback. These findings indicate that peer review is a comprehensive learning strategy that integrates academic, social, and character development, making it relevant to the demands of 21st-century education, which emphasizes collaboration, communication, creativity, and critical thinking.
An Investigation of The Impact of Using Peer Review on Writing Skill Development Sholikah, Fatma; Kusworo, Budik
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1223

Abstract

This study examines the impact of peer review on the development of writing skills among eleventh grade students at MA Raudlatul Ulum 2 Putukrejo. Using a qualitative descriptive approach, data were collected through observation, semi-structured interviews, and documentation of 15 female students selected through purposive sampling. The results of the study indicate that peer review significantly improves the quality of students' writing, particularly in terms of grammatical accuracy, vocabulary selection, idea organization, and coherence. Feedback from peers helps students identify weaknesses that were previously unrecognized, making revisions more targeted and effective. In addition to its cognitive impact, peer review also fosters metacognitive awareness, critical thinking, self-confidence, and intrinsic motivation, while also training students in the skill of providing polite and constructive feedback. This activity also reinforces the core values of the pesantren, such as cooperation, mutual assistance, and social responsibility. Teachers play a crucial role as facilitators by providing clear guidance, organizing heterogeneous groups, and ensuring the relevance of feedback. These findings indicate that peer review is a comprehensive learning strategy that integrates academic, social, and character development, making it relevant to the demands of 21st-century education, which emphasizes collaboration, communication, creativity, and critical thinking.
Students' Perceptions of English Learning in Islamic Boarding School: A Case Study Ilyas, M; Kusworo, Budik
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1464

Abstract

This study explores students’ perceptions of English language learning at Raudlatul Ulum 2 Islamic Boarding School, examining its position within the curriculum, the challenges students face, and the factors influencing their motivation. Using a qualitative case study approach, data were collected through surveys, semi-structured interviews, and classroom observations and analysed thematically. The findings show that while students recognize English as a strategic skill for accessing global knowledge, higher education, international communication, and career opportunities, it remains secondary to the Islamic boarding school’s primary focus on Islamic sciences and Arabic due to curriculum priorities, limited teaching resources, and less engaging instructional methods. Despite these institutional constraints, students demonstrate high internal motivation, particularly driven by aspirations for higher education and global engagement, and view English as a tool for preaching and disseminating Islamic values, indicating that religious principles support rather than hinder language learning. The study also highlights the potential of innovative, student-centred methods—such as interactive games, digital-assisted instruction, and contextualized projects—to increase engagement, enhance language competence, and integrate English into daily practice. These findings suggest that with systemic support, culturally sensitive, and contextually relevant programs, English learning in Islamic boarding school can become a strategic competence that aligns with students’ academic, professional, and spiritual development.
Students' Perceptions of English Learning in Islamic Boarding School: A Case Study Ilyas, M; Kusworo, Budik
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1464

Abstract

This study explores students’ perceptions of English language learning at Raudlatul Ulum 2 Islamic Boarding School, examining its position within the curriculum, the challenges students face, and the factors influencing their motivation. Using a qualitative case study approach, data were collected through surveys, semi-structured interviews, and classroom observations and analysed thematically. The findings show that while students recognize English as a strategic skill for accessing global knowledge, higher education, international communication, and career opportunities, it remains secondary to the Islamic boarding school’s primary focus on Islamic sciences and Arabic due to curriculum priorities, limited teaching resources, and less engaging instructional methods. Despite these institutional constraints, students demonstrate high internal motivation, particularly driven by aspirations for higher education and global engagement, and view English as a tool for preaching and disseminating Islamic values, indicating that religious principles support rather than hinder language learning. The study also highlights the potential of innovative, student-centred methods—such as interactive games, digital-assisted instruction, and contextualized projects—to increase engagement, enhance language competence, and integrate English into daily practice. These findings suggest that with systemic support, culturally sensitive, and contextually relevant programs, English learning in Islamic boarding school can become a strategic competence that aligns with students’ academic, professional, and spiritual development.
Students' Perceptions of English Learning in Islamic Boarding School: A Case Study Ilyas, M; Kusworo, Budik
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1464

Abstract

This study explores students’ perceptions of English language learning at Raudlatul Ulum 2 Islamic Boarding School, examining its position within the curriculum, the challenges students face, and the factors influencing their motivation. Using a qualitative case study approach, data were collected through surveys, semi-structured interviews, and classroom observations and analysed thematically. The findings show that while students recognize English as a strategic skill for accessing global knowledge, higher education, international communication, and career opportunities, it remains secondary to the Islamic boarding school’s primary focus on Islamic sciences and Arabic due to curriculum priorities, limited teaching resources, and less engaging instructional methods. Despite these institutional constraints, students demonstrate high internal motivation, particularly driven by aspirations for higher education and global engagement, and view English as a tool for preaching and disseminating Islamic values, indicating that religious principles support rather than hinder language learning. The study also highlights the potential of innovative, student-centred methods—such as interactive games, digital-assisted instruction, and contextualized projects—to increase engagement, enhance language competence, and integrate English into daily practice. These findings suggest that with systemic support, culturally sensitive, and contextually relevant programs, English learning in Islamic boarding school can become a strategic competence that aligns with students’ academic, professional, and spiritual development.
An Error Analysis on The Use of Simple Past Tense in Narrative Text in Mts Jawharot Al Muzakky kusworo, budik; Hamdan Zulva
English Language Teaching Journal Vol. 6 No. 1 (2026)
Publisher : Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v6i1.2240

Abstract

English is crucial in Indonesia's educational curriculum, taught early to ensure proficiency by graduation. Its global importance is seen in business, technology, science, and tourism. Mastering English, especially tenses like the Simple Past Tense, is key for effective communication. However, many students struggle with its rules and structure. This study aims to analyze these errors in narrative texts, providing insights and recommendations to improve English education at Jawharot Al Muzakky Islamic Junior High School in Malang. Using descriptive qualitative methods, the authors explored error patterns in the simple past tense among Class 9C students at MTS Jawharot Al Muzakky. Observations, interviews, and analysis of students' written work revealed common mistakes such as omitting the -ed ending on regular verbs and incorrect forms of irregular verbs. These insights can help teachers develop effective strategies to improve student learning and understanding of grammar. The assessment instrument evaluates students' narrative writing using the simple past tense, focusing on grammar, discourse management, punctuation, and neatness, rated on a scale of 1 to 4. Grammar and vocabulary scored 68.75%, indicating moderate difficulty. Discourse management scored 65.63%, showing partial relevance in idea processing. Punctuation use scored 56.25%, with 50% errors. Neatness scored 69.75%, indicating legible but untidy writing. The results suggest students have basic proficiency but need improvement in these areas.  
Co-Authors Hamdan Zulva Illiyin, Zainata Ilyas, M Sholikah, Fatma