Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora Education and Human Development Journal Journal An-Nafs: Kajian Penelitian Psikologi
Buyun Khulel
Unknown Affiliation
Humanities Education Environmental Science Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
THE ARBITRARY NATURE OF SIGNS AND REDUCED FORMS SEEN IN THE LONE RANGER MOVIE Buyun Khulel
HUMANIS: Jurnal Ilmu-Ilmu Sosial dan Humaniora Vol 12 No 2 (2020): Juli
Publisher : LPPM UNISDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/humanis.v12i2.1982

Abstract

This present study provided analysis on the arbitrary nature of signs and reduced forms (gonna, wanna, and gotta) seen in the Lone Ranger movie. The researcher focused on the dialogues between the main characters of the movie (John Reid abbreviated as “JR” and Tonto abbreviated as “T”). The researcher found in the script of the movie that Tonto used some terms related to the arbitrary nature of signs. Those terms are Spirit Walker, Windigo, and Kemosabe. Those terms have no logical basis for the choice of a particular signal to refer to a particular signification. This study also analyzed some reduced forms used by the main characters in the Lone Ranger movie. Reduced forms frequently used in speech in informal colloquial English, particularly American English. This study revealed only one kind of reduced forms found in the dialogue between the main characters. That kind of reduced form is “gonna”. The researcher found that “gonna” was spoken three times in the movie. All of them were spoken by John Reid (JR). in line with the previous research, those findings showed that “gonna” usually spoken by young people and comes from certain social class.
Uncovering Psychological Determinants and Coping Strategies in English Language Anxiety Among High School Students Ameliana; Khoirul Huda; Buyun Khulel
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8009

Abstract

English language proficiency is increasingly vital in today’s globalized world; however, many high school students experience English Learning Anxiety (ELA), which hinders their academic performance and language development. This study aims to explore the psychological determinants of English learning anxiety and to examine how students actively cope with anxiety in authentic classroom contexts. This research employed a qualitative descriptive design with thematic analysis, utilizing semi-structured interviews and classroom observations involving ten high school students from grades 10 and 11 at SMA Ahmad Yani 2 Baureno, Indonesia. The findings indicate that English learning anxiety is shaped by interrelated psychological determinants, including fear of negative evaluation, low self-confidence (self-efficacy), test anxiety, and learning motivation, rather than by isolated factors. Fear of negative evaluation and evaluative pressure emerged as particularly influential in constraining students’ classroom participation, while low self-confidence and test anxiety further intensified emotional distress. In response, students employed adaptive coping strategies, such as relaxation techniques, self-affirmation, peer support, and engagement in activity-based learning (e.g., storytelling, role-playing, and interactive tasks), to regulate anxiety during English learning. This study contributes novel, context-sensitive insights by foregrounding students’ lived experiences and coping processes, thereby extending existing ELA research beyond variable-centered explanations toward a dynamic, process-oriented understanding of anxiety regulation in secondary education contexts. The findings suggest that supportive classroom environments and interactive instructional practices play a crucial role in reducing students’ psychological burden. Accordingly, English language teachers are encouraged to integrate psychologically responsive and interactive teaching strategies to foster emotional safety and learner engagement, particularly within exam-oriented educational settings.
A Translanguaging as a Culturally Responsive Practice: EFL Teachers’ Insights in Indonesian Classrooms Fatus, Fatimatus Sadiyah; Irmayani; Buyun Khulel; Syifa Khuriyatuz Zahro
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8380

Abstract

This study explores translanguaging as a culturally responsive pedagogical practice in Indonesian EFL classrooms by examining its classroom enactment, the pedagogical reasoning underlying its use, and the challenges teachers face in implementing it. Adopting a qualitative descriptive design, the study analysed classroom observations, instructional documents, lesson plans, and teachers’ written reflections to capture naturally occurring instructional practices without relying primarily on participant self-reports. The findings reveal that EFL teachers employ translanguaging strategically to facilitate meaning-making processes, including clarifying instructions, explaining complex vocabulary and grammatical concepts, managing classroom interactions, and enhancing student engagement. Teachers’ pedagogical reasoning was inferred from recurring instructional patterns observed across lessons—specifically, when and for what purposes teachers shifted between languages—from the alignment between lesson plans, instructional materials, and classroom enactment, as well as from teachers’ reflective documents that articulated rationales for particular language choices. Triangulation of these data sources indicates that teachers’ translanguaging practices are guided by efforts to promote comprehension, reduce learners’ anxiety, and create inclusive learning environments that acknowledge students’ linguistic and cultural identities. However, the findings also demonstrate that institutional expectations of English-only instruction, limited professional preparation in multilingual pedagogy, diverse student linguistic backgrounds, and prevailing societal ideologies privileging English proficiency constrain the consistent implementation of translanguaging. Overall, the study concludes that translanguaging constitutes a pedagogically grounded and culturally responsive practice shaped by teachers’ professional judgment and contextual realities. The study underscores the need for clearer policy support and targeted professional development to strengthen multilingual pedagogical practices in Indonesian EFL contexts.
Teachers’ PCK and Pedagogical Decisions in English Materials Design at Junior High School Tahfidz Entrepreneur Khairunnas Tuban Alfi Az Zuhriyah; Irmayani; Buyun Khulel; Syifa Khuriyatuz Zahro
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 11 No 1 (2026): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v11i1.8378

Abstract

In the context of rapidly evolving educational demands and increasing integration of digital technologies, teachers are required to make informed and adaptive pedagogical decisions in designing effective learning materials. Understanding how these decisions are shaped is essential to improving English language teaching at the junior secondary school level. This study aims to explore and describe teachers’ Pedagogical Decision Making in designing English learning materials through the perspective of Pedagogical Content Knowledge (PCK). Using a descriptive qualitative approach, the study collected data through in-depth interviews with English teachers, which were further triangulated with students’ perceptions to ensure data validity and richness. The findings reveal that teachers’ pedagogical decisions in material design are not simple tasks but complex processes shaped by their knowledge of learners’ characteristics, curriculum demands, available resources, sociocultural context, and the growing integration of educational technology. Teachers consistently adjust the linguistic complexity of texts, select contextually relevant topics, and apply various scaffolding strategies to support students in overcoming linguistic limitations. In addition, teachers must balance the use of standardized textbooks with the need to modify materials to align with core competencies and students’ profiles. The study also highlights that emotional and motivational factors play an essential role in decision-making, particularly in maintaining students’ engagement and confidence. These results suggest that teachers’ PCK is dynamic and continuously evolving through reflection, teaching experience, and responsiveness to classroom realities. Therefore, the study recommends the implementation of more systematic and sustained professional development programs focusing on material design, PCK enhancement, and digital literacy. Such initiatives are crucial to empower teachers in creating English learning materials that are contextual, innovative, and responsive to the diverse needs of contemporary learners.
Co-Authors Alfi Az Zuhriyah Ameliana Fatus, Fatimatus Sadiyah Irmayani Khoirul Huda Syifa Khuriyatuz Zahro