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All Journal Edulitics (Education, Literature, and Linguistics) Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Education and Human Development Journal IJECA (International Journal of Education and Curriculum Application) Didaktik : Jurnal Ilmiah PGSD STKIP Subang Lingua Media Didaktika Journal An-Nafs: Kajian Penelitian Psikologi Shof Journal of Social Impact
Buyun Khulel
Universitas Islam Darul 'Ulum Lamongan
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TEACHING ENGLISH FOR YOUNG LEARNERS IN RURAL AREA: TEACHERS’ CHALLENGES Buyun Khulel
Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v17i2.1558

Abstract

Rural education, in comparison to its urban and suburban counterparts, is seen to face a distinct challenge. The location and implementation of an English curriculum in primary school are significant problems. As a result, the purpose of this study is to look into the difficulties that English teachers face when teaching English to young learners in rural public primary schools in Baureno, East Java. A semi-structured interview with six participants from six elementary schools in five villages (Gajah, Gunungsari, Tulungagung, Selorejo, and Blongsong) is utilized to address the question. It begins by briefly reviewing the role of English in the national primary school curriculum on the one hand, and the implementation of English programs in rural schools on the other. Throughout the research, the researcher encountered three difficulties: (i) Students’ socio-economics condition, (ii) the status of English in the school, and (iii) Covid-19 pandemic. As a result, the writer suggested that more research be done to highlight English teachers’challenges on the implementation of primary school learning. The findings of the study can be used by English teachers, stakeholders, policymakers, and institutions to develop practical strategies for teaching English in primary school.
ERROR ANALYSIS ON THE STUDENTS WRITING OF COMPLAINING LETTER AT FIFTH SEMESTER OF ENGLISH LANGUAGE TEACHING DEPARTMENT Edulitics 2015 3 OF UNISDA LAMONGAN Buyun Khulel
Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 2 (2016): December, 2016
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.034 KB)

Abstract

ABSTRACT: This study presents the analysis of errors made by the students of fifth semester ofEnglish Language Teaching Department of UNISDA Lamongan in writing complaining letter basedon the surface structure. The researcher uses descriptive qualitative as the research design of thisstudy. In analyzing the data, the researcher follows some steps, they are: (1) coding the errors madeby the students, (2) classifying the errors the students made, (3) discussing and summarize thefindings. The researcher found that the level of grammatical accuracy in writing complaining letterwas 71%. Then, the level of grammatical inaccuracy in writing complaining letter was 29%. Thehighest level of error was omission (51 errors or 48%). The second level of error wasmisinformation (24 errors or 23%). The third level of error was addition (16 errors or 15%). The lastlevel of error was misordering (15 errors or 14%). Keywords: Error Analysis, Writing, Complaining Letter
PROMOTING PROBLEM-BASED LEARNING IN ADULT ENGLISH LANGUAGE TEACHING: WHAT, HOW, AND WHY Buyun Khulel; Armin Fani
Edulitics (Education, Literature, and Linguistics) Journal Vol 2 No 2 (2017): December, 2017
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.229 KB)

Abstract

This present paper was aimed to promote problem-based learning in adult English language teaching. The change of curriculum that used scientific approach was asked the teachers to use the suitable method in teaching learning process. One of the methods can be used by teachers is problem-based learning. Problem-based learning took the problem as the core of the process. The teaching learning process shifted to be more students centered and the teachers just facilitated them. By applying problem-based learning, the teachers provided some skills needed by the students to face the 21st century competition. According to Pacific Policy Research Centre (2010), those skills are communication and collaboration, critical thinking and problem solving, and creativity and innovation
TEACHING WRITING HISTORICAL RECOUNT TEXT USING GOOGLE CLASSROOM Al Hadad, Alawi; Irmayani, Irmayani; Khulel, Buyun
MEDIA DIDAKTIKA Vol 10 No 1 (2024): Mei 2024
Publisher : Program Pascasarjana Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v10i1.6668

Abstract

Google Classroom is a tool that facilitates students and teacher collaboration also the teacher can make and distribute assignment for students in an online classroom for free.In this research, the researcher focuses on analyzing the way the teacher teaches recount text using Google classroom start from the teacher prepare the lesson plan until the teacher give the assignment. There are some steps that the researcher will observe and explain from the teacher prepares the lesson, the teacher makes and prepares Google Classroom, the teacher prepares the material about historical writing recount using Google classroom and the teacher gives the task and assignment. This research is conducted by using descriptive-qualitative method. The data in this research are analyzed in the form of world description and identification or analysis. By using descriptive-qualitative method, the researcher presents the data description of this research based on the result of the researcher’s experience in doing teaching practice. Besides that, the researcher also presents data description based on observation and interview. Data in this research is qualitative data that are written through words by words, including statements or dialogue in the form of descriptive or narrative as the data are taken from interview transcript, observation sheet, and field note. Google classroom is proved by another researcher as the one of the most used platforms to bypasses the traditional learning activity be an alternative online learning platform to be used in the classroom.
The Role Of Student Community Engagement Participants As Teaching Personnel In Educational Assistance Efforts Through The Smart Village Program In Jejel Village Buyun Khulel; Khoirul Huda; Sinta Zakiyah Maghfiroh; Nur Ziana; Nanda Fitrotun Mukaromah
Shof Journal of Social Impact Vol. 1 No. 2 (2024): August
Publisher : Shof Literacy Community

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Abstract

The form of community service carried out by students is a real work lecture (KKN). To educate the nation's life, one of the activities that needs to be carried out by KKN students is activities in the field of education. In the implementation of education, of course, it requires teaching staff whose job is to teach, whether teaching in formal or non-formal education. We carried out the Real Work Lecture (KKN) in Jejel Village, Ngimbang District, Lamongan Regency. Our goal of doing KKN in the village is to do community service and help increase interest in learning in the village children. Thus, this article has the title The Role of KKN Students as Teachers in Education Assistance Efforts Through the Smart Village Program in Jejel Village. This Smart Village Program can be carried out well and produces several formal and non-formal education activities, namely being a teacher at PAUD, TK, SD, and TPQ, teaching free tutoring, and providing computer tutoring.
Improving Students’ Writing Skill through Project-Based Learning, Process Writing, and Instagram Khulel, Buyun
IJECA (International Journal of Education and Curriculum Application) Vol 5, No 1 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v5i1.7601

Abstract

The goal of this joint classroom action research was to help students enhance their capacity to write hortatory exposition texts. It involved 33 high school students as research participants. The data collection device in this study was a writing test. According to the findings of the study, combining project-based learning with process writing and Instagram could help students improve their writing skills. Students can improve their average writing score if it is higher than the passing grade. All of the students were able to improve their writing score by at least ten points over their previous score on the first test. Furthermore, 81,8% of the students were able to get the minimum passing mark.
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.
The Effect of Using Plickers on Student Learning Outcomes and Perceptions in English Learning in Grade VI of MI Darul Ulum arjul inayah; Syifa' Khuriyatuz Zahro; Buyun Khulel
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7489

Abstract

English language instruction frequently encounters challenges related to low student engagement and unsatisfactory academic performance, especially when conventional teaching approaches lack interactivity. A potential solution to these issues involves integrating educational tools such as the Plickers application, which supports real-time interaction and immediate feedback. This study explores the effect of Plickers on student achievement and engagement in English learning among sixth-grade students at MI Darul Ulum. Utilizing a Classroom Action Research (CAR) approach in one cycle, the research included a pretest, the application of Plickers, a posttest, and student interviews. The findings demonstrated a significant improvement in students’ average scores, rising from 48.46 before the intervention to 85.38 afterward. Interview responses also revealed increased student interest and active participation during lessons involving Plickers, although some technical challenges were noted. The results suggest that Plickers is a valuable tool for enhancing both learning outcomes and student participation in English education.
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 Al Hadad, Alawi Alfi Az Zuhriyah Ameliana Angela Sulistiyowati Putri Anita Dwi Hapsari arjul inayah Armin Fani Fatus, Fatimatus Sadiyah Ichda Aulia Rohmah Irmayani Irmayani Irmayani Irmayani Khoirul Huda Khoirul Huda Nanda Fitrotun Mukaromah Nur Ziana Sinta Zakiyah Maghfiroh Syifa Khuriyatuz Zahro Syifa' Khuriyatuz Zahro Syifa’ Khuriyatuz Zahro