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All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan Bahasa Inggris Wahana Didaktika Jurnal Basicedu ELT-Lectura Journal on Education Journal of English Education and Linguistics Journal of English Language and Education Jurnal Basicedu English Journal Antartika EXPOSE (Journal of English Education and for Specific Purpose) google scholar
Musiman, Musiman
Universitas Muhammadiyah Lampung
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Obstacles and Efforts of Online English Learning In Elementary Schools Musiman, Musiman; Prihatini, Candraning
Jurnal Basicedu Vol. 5 No. 6 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i6.1667

Abstract

The implementation of online learning in Indonesia due to Covid-19 pandemic raises problems for the schools, students, and parents. This research was done to reveal the real obstacles the schools, students, and parents face and the efforts they have done as the ways out of the obstacles. It is a descriptive qualitative research with 7  school principals, 7 English teachers, and 43 fifth graders with their parents as the subjects of the research. The result shows that all school principals and teachers (100%) mention that they find it difficult to control the students. Eighty percent teachers mentioned that they find it difficult to explain the material. It is difficult for students to understand the lesson was mentioned by 64% students. Facing those obstacles, school principals, teachers, students, and parents have done some efforts as the ways out. Their efforts, however still do not solve all the obstacles yet. Thus, if all the obstacles of online learning can be solved, the writers believe that online learning can be used as an alternative learning technique after the Covid-19 pandemic
The Efforts to Minimize Discipline Violations of Elementary School Students in the Application of Punishment Musiman, Musiman; Hadiwinarto, Hadiwinarto
Jurnal Basicedu Vol. 6 No. 1 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i1.1887

Abstract

This research is in the form of a quantitative descriptive that analyzes data based on numbers or percentages in analyzing the data that is the sample and the population in this study is all PAI teachers, principals, and students as many as 65 people. So the number of samples from this study was 25 people consisting of 20 students of class V (Five), 1 principal, and 7 teachers at SDN 2 Madang OKU Timur. The results of the study are that not all teachers at SDN 2 Madang OKU Timur agree with the application of educational punishment. The implementation of punishment at SDN 2 Madang OKU Timur is punishment in the form of delay in giving awards, punishment in the form of revocation of student privileges, expulsion from class or time out, punishment in the form of suspension. Meanwhile, the obstacles faced by teachers in implementing educational punishment for violations of student discipline at SDN 2 Madang OKU Timur were the lack of support from parents for the implementation of educational punishment, the difficulty of understanding the character of children, and the pros and cons among teachers at SDN 2 Madang OKU. East.
The Steps to Master Listening Skills through the Use of the Independent Dimension-Based Listen English Daily Practice Application Through the Pancasila Student Profile Scheme Prihatini, Candraning; Musiman, Musiman; Fitriyani , Dhafiya
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.22122

Abstract

This research aims to describe the implementation of effective steps to master listening skills through the use of the Independent Dimension-based Listen English Daily Practice application through the Pancasila student profile scheme. In the English Language Education study program at Muhammadiyah University of Lampung, the Listen English Daily application is used to teach listening comprehension. This shows the effective use of the pre-listening, while-listening, and post-listening stages. This application not only helps students improve their listening skills but also receives positive responses from students thanks to its familiar topics, interesting features, and ease of use. This research uses descriptive analysis and focuses on the Listen English Daily Practice application as the subject. The focus of the research is how this application can be used to help Pancasila students learn to listen better. The results of the study show that using the Listen English Daily Practice application can maximize English learning. This application helps improve language skills such as reading, writing, listening and speaking. Apart from that, this application supports the values ​​of the Pancasila student profile, namely being independent, critical, creative, working together and having global diversity. Therefore, this application not only improves speaking skills but also develops character in accordance with Pancasila values.
Improving English Vocabulary Through Word Chain Game in an Inclusive School in Bandar Lampung Musiman, Musiman; Vernanda, Ganesa; Fitriani, Dhafiya
ELT-Lectura Vol. 12 No. 1 (2025): Vol. 12 No. 1 (2025): ELT-Lectura Studies and Perspective in English Language
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v12i1.23143

Abstract

The purpose of the study is to find out whether word chain games can improve vocabulary mastery and to find out which word chain games are effective in improving vocabulary mastery. The results of this study can be used as input in the teaching and learning process, especially in teaching vocabulary. The results of this study can also be used to improve the quality of vocabulary learning. This research uses a quasi-experiment approach. There is only an experimental class without a control class. There are 3 main stages of research, namely pre test, treatment and post test. Pre test is conducted before treatment, while post test is conducted after treatment. The pre test will be conducted several times until the research subjects experience consistent conditions. The research subjects were 19 inclusive school students at X school in Bandar Lampung city who were taken by cluster random sampling. The results revealed that there was a significant effect on the use of word chain games in mastering vocabulary in inclusive classes. This can be seen from the difference in pre-test and post-test scores which shows an increase in learning achievement in respondents. In the inclusion class, students learn side by side in diversity. Although there are some students who have special needs, they can learn side by side. Through this game they can actively together build an attractive and more fun learning atmosphere. Keywords: vocabulary, word chain game, inklusi
Improving English Speaking Skills Using Creative Crafting Media Kania Paswa Clearesta; Musiman, Musiman; Sih Pratiwi, Dyah
Journal of English Education and Linguistics Vol. 6 No. 2 (2025): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the use of creative handicraft media to improve the English speaking skills of eighth-grade students at SMP Surya Dharma 2 Bandar Lampung. The research was conducted in response to students’ difficulties in speaking English, particularly related to low confidence, limited vocabulary, and fear of making mistakes. Handicraft activities were incorporated into speaking lessons to provide students with meaningful learning experiences and to encourage active participation. The results show that the use of creative handicraft media positively influences students’ speaking performance and classroom involvement. This study demonstrates that creative handicraft media can be an effective learning alternative in junior high school English classes, as it helps create a more engaging learning atmosphere and supports students in developing confidence when speaking English.
Challenges in Academic Essay Structuring: An Error Analysis of EFL Learners Musiman Musiman; Meida Fitriana
EXPOSE (Journal of English Education and for Specific Purpose) Vol 2, No 2 (2024): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v2i2.4594

Abstract

Academic essay writing remains a challenging skill for learners of English as a Foreign Language (EFL), particularly in higher education contexts. This study aims to analyze the types of structural errors found in students English essays at Universitas Muhammadiyah Lampung. Employing a descriptive qualitative research design with an error analysis approach, the data were collected from 14 essays written by undergraduate students enrolled in an English writing course. The essays were analyzed based on structural components of academic essay writing, including the introduction, body paragraphs, and conclusion.The findings reveal that structural errors occur across all components of the essays, with the highest frequency found in the body paragraphs. Common problems include the absence of clear topic sentences, insufficient supporting details, and weak coherence between ideas. In the introduction section, several students failed to present a clear thesis statement, while conclusions often lacked effective summarization and closing statements. These structural weaknesses indicate that students experience greater difficulty in organizing ideas than in using grammatically accurate language.Overall, the study suggests that students essay writing problems are primarily related to discourse-level organization rather than linguistic accuracy. The findings highlight the importance of explicit instruction focusing on essay structure and paragraph development to improve students academic writing competence. This study contributes to EFL writing research by providing context-specific insights into structural errors in academic essays and offers pedagogical implications for improving writing instruction in higher education.
Exploring EFL Learners’ Pragmatic Competence in Asking for and Giving Permission Shella Aulia Putri; Musiman Musiman
English Journal Antartika Vol. 4 No. 1 (2026): June 2026
Publisher : Media Antartika Indonesia

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Abstract

This study aims to examine EFL learners’ pragmatic competence in using expressions of asking and giving permission. The research was carried out at MTs Muhammadiyah Sukarame, Bandar Lampung, involving 32 eighth-grade students. A descriptive qualitative approach was applied to describe students’ speaking performance during classroom activities. The data were obtained through classroom observation, particularly during speaking practices. The findings indicate that students still encounter several difficulties in using appropriate expressions. Most of them have limited vocabulary, low confidence, and difficulties in applying correct grammatical structures. Consequently, their utterances are often incomplete and poorly organized. Furthermore, many students feel hesitant and afraid of making mistakes when expressing their ideas. These results show that students’ pragmatic competence in asking and giving permission remains relatively low. It also highlights the importance of providing more interactive and communicative learning activities to support the development of students’ speaking skills.
The Effect of Digital Flashcard Media on Vocabulary Improvement of Elementary School Students Musiman Musiman; Meida Fitriana
EXPOSE (Journal of English Education and for Specific Purpose) Vol 3, No 2 (2025): EXPOSE (Journal of English Education and for Specific Purpose)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/expose.v3i2.4732

Abstract

Vocabulary mastery is a fundamental component of language learning that supports students abilities in reading, writing, speaking, and listening. However, many elementary school students still experience difficulties in understanding and using vocabulary effectively due to limited instructional media and teacher-centered learning approaches. This study aims to investigate the effect of digital flashcard media on vocabulary mastery among elementary school students at SD Negeri 2 Sukoharjo, Pringsewu, Lampung. The study employed a quantitative approach using a pre-experimental one-group pretestposttest design. The participants consisted of 30 fourth-grade students selected through total sampling. Data were collected using a vocabulary test comprising 20 objective items administered before and after the implementation of digital flashcard-based instruction. The collected data were analyzed using descriptive statistics and inferential analysis in the form of a paired sample t-test. The results showed a significant improvement in students vocabulary mastery after the use of digital flashcards. The mean score increased from 60.13 in the pretest to 82.47 in the posttest. Indicator-based analysis revealed improvements in word meaning recognition, wordimage matching, vocabulary usage in sentences, and vocabulary recall. The paired sample t-test indicated a significant difference between pretest and posttest scores at the 0.05 significance level (p < 0.05), confirming the effectiveness of digital flashcard media. The findings suggest that digital flashcards are an effective instructional medium for enhancing vocabulary learning at the elementary school level. Visualized vocabulary presentation and repeated exposure through digital flashcards support students comprehension and retention. This study provides empirical evidence supporting the integration of digital learning media in elementary language instruction and offers practical implications for teachers seeking innovative strategies to improve vocabulary mastery.
Beyond Automated Feedback: An AI-Assisted Pedagogical Framework for Academic Writing in EFL Contexts Tiara Noviarini; Mark Philip Castillo Paderan; Fini Widya Fransiska; Zohri Hamdani; Musiman Musiman
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.111002

Abstract

Academic writing is a fundamental competence for students of English Education programs, yet many EFL students continue to experience persistent difficulties in organizing ideas, maintaining coherence, revising drafts, and applying academic conventions. At the same time, the increasing use of artificial intelligence (AI) tools in writing has raised pedagogical and ethical concerns due to their largely unstructured use. This study aims to develop a pedagogically grounded framework for integrating AI into academic writing instruction in an EFL teacher education context. The study employed a Research and Development approach with a design-based research orientation. Data were collected through a needs analysis questionnaire administered to students, semi-structured interviews with lecturers, and document analysis of academic writing tasks. The proposed framework was evaluated through expert validation and a limited practicality test involving lecturers and students. The results of the needs analysis indicate that students require structured guidance across all stages of the writing process, particularly in revision and formative feedback. Expert validation results demonstrate that the developed framework is pedagogically feasible, conceptually clear, and contextually relevant to EFL academic writing instruction. In addition, the practicality test shows that the framework is perceived as applicable and supportive of both student autonomy and lecturer guidance. This study does not measure learning effectiveness but provides a validated pedagogical design for responsible AI integration. It is recommended that lecturers adopt structured AI-guided writing frameworks to support formative feedback and that future research examine the effectiveness of the framework through experimental or longitudinal studies.
AI-Assisted Reflective and Collaborative Writing in an Indonesian EFL Essay Writing Class: A Qualitative Case Study Musiman Musiman; Hesti Hesti; Tiara Noviarini; Mark Philip C. Paderan
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.115162

Abstract

Academic essay writing plays a crucial role in English as a Foreign Language (EFL) higher education as it fosters critical thinking, academic literacy, and disciplinary communication skills, while recent developments in generative artificial intelligence (AI) such as ChatGPT and Grammarly have reshaped writing pedagogy through automated feedback and language support. This study aims to explore how AI-assisted reflective and collaborative writing is implemented and experienced in an Indonesian EFL essay writing classroom. A qualitative case study design was employed involving 24 undergraduate students and one lecturer in an Essay Writing course. Data were collected through classroom observations, semi-structured interviews, reflective journals, and writing artifacts, and analyzed using thematic analysis. The findings reveal that AI functions as a mediational scaffold that supports idea generation and language refinement, while students actively engage in collaborative negotiation to evaluate AI-generated feedback during writing tasks. Reflective writing emerges as a key mechanism for developing metacognitive awareness, enabling students to critically assess revisions and writing decisions. Furthermore, learner agency is evident in students’ ability to accept, modify, or reject AI suggestions based on peer discussion and contextual judgment. The study is grounded in Sociocultural Theory and Process Writing Theory, highlighting writing as a socially mediated and recursive process shaped by interaction among AI tools, peers, and reflection. The study concludes that integrating ChatGPT and Grammarly into EFL writing instruction enhances reflective and collaborative writing practices when supported by critical pedagogy, offering important implications for designing AI-informed writing instruction in higher education contexts.
Co-Authors Candraning Prihatini Dhafiya Fitriani Fini Widya Fransiska, Fini Widya Fitriani, Dhafiya Fitriyani , Dhafiya Hadiwinarto Hadiwinarto Hesti Hesti Hesti Hesti Kania Paswa Clearesta Mardiana Mark Philip C. Paderan Mark Philip Castillo Paderan Meida Fitriana Muhammad Kristiawan NOVTASARI, RIANTI Pratiwi, Dyah Sih Shella Aulia Putri Silva Anggreini Tiara Noviarini, Tiara Utami, Ratna Tri Vernanda, Ganesa Yansyah, Medi Zohri Hamdani