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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education Tell : Teaching of English Language and Literature Journal E-Structural JAIM (Jurnal Abdi Masyarakat) SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal J-REaLL JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Proceeding International Conference on Digital Education and Social Science
Maulana Yusuf Aditya
STKIP PGRI Bangkalan
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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The implementation of social interactive Writing for English Language Learners (SWELL) method in teaching writing of narrative text at tenth grade students of SMA As-Shomadiyah Bangkalan Maulana Yusuf Aditya; Mohammad Hafidz
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 4 No 2 (2019): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

The study conducted in SMA AS-Shomadiyah Bangkalan because the researcher found out that the students of SMA AS-Shomadiyah Bangkalan have several problems in teaching-learning English, especially in Narrative Text. They have difficulty to understand texts and the generic structure of Narrative Text and also in the changing of past participle especially the irregular verb. These problems are caused by several factors. First, they have difficulties in understanding the Narrative Text and they also have lack of vocabulary of past participle verb especially the irregular verbs, so they still find it difficult to write Narrative Texts. Second, the students do not seem to enjoy English writing lesson because the teacher just asks students to do the exercise based on the text book. It makes students bored and exhausted. In this study, the teacher used SWELL (Social-Interactive Writing for English Language Learners) method as the alternative method in teaching writing. The objective of this study is to know the implementation of SWELL in teaching writing narrative text at tenth grades students of SMA AS-Shomadiyah Bangkalan and to find out the students responses in the implementation of SWELL in teaching writing narrative text at tenth grades students of SMA AS-Shomadiyah Bangkalan. The design of this study is a descriptive qualitative design. The instruments used in this study consist of observation checklist and interview. Finally, after implementation of SWELL the researcher believe the student’s writing ability of tenth grades students of SMA AS-Shomadiyah Bangkalan can be better. They interest to write and explore their ability well.
The use of “define it!” game in teaching descriptive speaking Maulana Yusuf Aditya
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 5 No 1 (2020): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

English is one the great of world language and language is a tool to communicate with other people. Teaching English can be done through dialogues, pictures, games, etc. This research was designed to know the use of “Define it!” game in teaching and the students’ problem of “Define it!” game. This research was qualitative, here the researcher observed the teaching speaking descriptive by using “Define it!” game. This research was conducted one meeting and use observation checklist and interview as the data collection and the subject of this research are the student of the second A grade in SMPN 1 Bangkalan. The finding showed that the used of “Define it!” game in teaching speaking descriptive were: 1) describe something based on card picture, 2) the other player must guess what. Based on the observation and interview the researcher found the students difficulty in teaching speaking descriptive by using “Define it!” game. The problems of the student were: vocabularies (difficult to explore the idea and unconfident, it was problem obstructing them in teaching speaking by using “Define it!” game therefore they were scared to be wrong and shy to speak up. In the conclusion of the research showed that the use of “Define it!” game in teaching speaking descriptive was able to raise the students motivation, students desire to study, interest, did not bored and enjoy in teaching and learning process. Based on the research the student must keep their confidence and the result the observation and interview also indicate a good finding of the students’ implementation and response toward the application “Define it!” game in teaching and learning process..
An Error Analysis on Students’ Composition of Descriptive Text at the Tenth Graders of Sman 3 Bangkalan, Madura Maulana Yusuf Aditya
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 2 No 1 (2017): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v2i1.511

Abstract

As one of language skill, writing should be mastered by students. But in fact, a number of them especially pre university students still feel difficulty in it. So, in the sequence of efforts to minimize the errors, this study offers one of valuable ways called error analysis. The present study deals primarily with the result of students’ composition by the tenth graders of SMAN 3 Bangkalan, focused on the use of simple present tense in descriptive text and ungrammaticality found in it. The aim of this research are to find out the types of errors and the causes of errors. This research used descriptive qualitative method and data collection technique was documentation. Documentation data had shown that they made diverse errors in their composition. The research instrument was students’ worksheet then the researcher analyzed the students’ errors. Content analysis is a technique to analyze the data. The result of this research was found that the greatest number of errors was overgeneralization (OG). The students apllied a structure that they had already experienced in another new situation. Most of the students made errors caused by intralingual transfer. It means that the first language has influenced them in making composition. Looking at these results, students are not expected to be hopeless in learning English. They must study harder than before by asking their teachers some concepts. Meanwhile, the teachers should apply an appropriate and effective method of errors correction. For the readers, they can learn from the students of this research in order to they do not make the same errors
The Implementation of Remedial Teaching in Assisting Second Language Learner Maulana Yusuf Aditya
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 3 No 1 (2018): SELL journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v3i1.537

Abstract

Many students get a low achievement in their learning. One of the suggested ways in overcoming the students’ problems is remedial teaching. Contrary to the procedure, remedial teaching was mostly done perfunctorily. This study was generally aimed to find out how teachers apply the remedial teaching in class. Specifically, this study was aimed to find out how teachers identifying students who need to be given remedial teaching, how teachers find the students difficulties in their learning process and how teachers devise strategies to overcome the students’ problems. In this study the researcher gathered data on the implementation of remedial teaching in senior high school. The focus of the study was the implementation of remedial teaching on English lesson on the students of SMAN 3 Bangkalan only. A qualitative research design was proposed to obtain answers to research questions of this study. The study that the researcher chose was case study. The subject of this research was English teachers of the Tenth Grade Students of SMAN 3 Bangkalan. To collect data the researcher did observation, interview and documents gathering. The research finding was the implementation of remedial teaching in SMAN 3 Bangkalan was quite good, but it was not too much well done. English teachers of SMAN 3 Bangkalan did the remedial teaching by analyzing the students’ score, analyzing the students’ disabilities and curing the students’ disabilities. But the enrichment program had not conducted yet. They did the all steps of the remedial teaching but there were several that they ignored. It was done unmaximally. And there was lack of teachers’ role. Nevertheless, the implementation of remedial teaching in SMAN 3 Bangkalan was not done too much perfunctorily. It could be said that it was had only a few methodological flaws
THE IMPLEMENTATION OF SCREENCAST O’MATIC VIDEO IN TEACHING LISTENING SKILL Dimas Kamiliyanto; Maulana Yusuf Aditya; Moh. Hafidz
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 6 No 2 (2021): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v6i2.676

Abstract

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.
The Use of Vlogging (Video Blogging) to Encounter Students' Speaking Anxiety Fausen; Chairuddin; Maulana Yusuf Aditya
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 7 No 1 (2022): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v7i1.747

Abstract

The ability of most senior high school students in Speaking English is still average and even tends to be low.Many students anxious to speak English. They think that English is difficult. Apart of theirintelligence, the environment is also very influential in the development of students' speaking abilities. In order to overcome this problem, the utilization of vlogging could be useful to help the students to improve students’ speaking anxiety, especially in explanation text which has medium difficulty. The purpose of this study is to improve the students speakinganxiety. This study was involved 31 eleventh grade students of MA Raudlatul Ulum. This study was a classroom action research which is consisted of 1 cycles. Each cycle of this study involved of 2 meetings. During each cycle, the students have some stages to make their speaking improved. The result showed that the improvement of preliminary test to cycle test 1 was 25.9%improvement or 51,6% of total students of the students who do not already passed the criteria of success. This result proved that 1 cycle of the utilization vlogging still not yet to improve students’ anxiety in speaking explanation text.However, the next cycle cannot be done because of the corona virus
THE EFFECTIVENESS OF EDMODO TO IMPROVE STUDENTS’ WRITING SKILL OF RECOUNT TEXT AT THE ELEVENTH GRADE OF SMK NEGERI 1 BLEGA Moh. Safik; Maulana Yusuf Aditya
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 7 No 2 (2022): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v7i2.818

Abstract

The advancement of technology provides education with various solutions to create new learning environments. Edmodo is a learning platform believed to offer a solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform, in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a quantitative approach with pre-experimental design. The research involved 27 participants. This study aimed at finding the significant difference in students’ writing skill in recount text before and after using Edmodo App. The students showed various responses towards the use of Edmodo based on the uses framework. the score of the upper stage -1.828. The score of t-value is -3.105 and the degree of freedom is 26. The P-value was 0.005< α was 0.05. It means that Ha was accepted and Ho was rejected. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning.
Learning of Cross-Cultural Based Writing Skill in The English Camp Program (ECP) of English Education Department Mohammad Hafidz; Maulana Yusuf Aditya
Tell : Teaching of English Language and Literature Journal Vol 7 No 2 (2019): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (891.264 KB) | DOI: 10.30651/tell.v7i2.3409

Abstract

Learning of cross cultural based writing skills is the process of conveying different cultural values to be consciously understood and presented in written text. The purpose of the research is to convey and apply the new culture of various national capitals in learning writing skills. This study used a qualitative descriptive approach with a case study design, the data were collected directly by observing  the activities of ECP (English Camp Program). in Mojokerto. Then, researcher analyzed the dat using content analysis of social treatment with  reducing, presenting data and drawing conclusions.The result is cross-cultural based learning makes ECP participants easy to write because of the availability of a variety of theoretically and practically references. Cross-cultural based learning is not a psychological problem but a very interesting scientific study to be applied into real life. Cross-cultural understanding is the main element in producing comprehensive writing skill.
Integrating AI-Based Tools to Support Students’ Argumentative Writing Development Siti Maria Ulfa; Tera Athena; Mariyatul Kiptiyah; Iin Rachmawati; Maulana Yusuf Aditya
Proceeding International Conference on Digital Education and Social Science Vol. 3 No. 1 (2025): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v3i1.154

Abstract

This study explores the integration of Artificial Intelligence (AI)-based tools in supporting university students’ development of argumentative writing skills in an English as a Foreign Language (EFL) context. Writing an argumentative text requires students to construct clear thesis statements, justify arguments with credible evidence, and ensure logical coherence throughout the text. A qualitative descriptive design was employed involving undergraduate EFL students who utilized AI-supported applications, such as AI writing assistants and automated feedback tools, during a series of writing activities. Data were gathered through students’ written products, classroom observations, and semi-structured interviews. The results show that the use of AI-based tools enhances students’ accuracy, idea organization, and lexical choices, particularly in improving their argument clarity and cohesion. However, the findings also reveal students’ dependency on AI suggestions, indicating the need for critical awareness in using AI responsibly. The study concludes that AI-based tools can serve as effective learning support when used under guided instruction, promoting students’ argumentative writing competence and autonomy.
Co-Authors Arfiyan Ridwan Chairuddin Chairuddin Chairuddin Dimas Kamiliyanto Fausen Hafidz, Moh Iin Rachmawati Mariyatul Kiptiyah Moh. Safik R Dwi Arifa Camelia Siti Maria Ulfa Tera Athena