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All Journal Pioneer: Journal of Language and Literature J-REaLL Bulletin of Science Education Online Learning in Educational Research JOEY : Journal of English Ibrahimy Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
M. Hilmy Hidayatullah
Universitas Ibrahimy
Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Improving Students’ Writing Skill in Writing Narrative Text Through Picture And Picture Method M. Hilmy Hidayatullah
JOEY: Journal of English Ibrahimy Vol. 1 No. 1 (2022): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.958 KB) | DOI: 10.35316/joey.2022.v1i1.35-41

Abstract

One of the important materials in reading skills is narrative text. The narrative text is taught since the 8th grade of Junior High School and is a mandatory material until it is included in the National Examination (UN) grid, college entrance exams, and TOEFL. The narrative text is a type of English text that aims to tell a story that has a series of connected chronological events. It is the main part of English text taught in Junior High School. Unfortunately, researchers still found many students who did not master narrative texts, especially in grade 8 of SMP Ibrahimy 1 Sukorejo. The picture and picture model is one of the learning models that can improve students' writing skills in narrative texts. The Picture and Picture model has the same principle and way of working as the method of learning to compose pictures. Students are equally asked to arrange pictures that have been prepared sequentially and systematically. Systematic and sequential according to the reasoning and logical strength of students. This research used the classroom action research method and was conducted in 2 cycles through four stages, namely planning, implementation, observation, and reflection. Data collection techniques used were observation, questionnaires, and tests. The finding of this research showed that picture and picture models could improve students’ writing skills in writing narrative text.
The Effectiveness of Mind Mapping Phonetic Symbol Media to Eliminate The Confusion of Pronunciation: The Effectiveness of Mind Mapping Phonetic Symbol Media to Eliminate The Confusion of Pronunciation M. Hilmy Hidayatullah; Annisa Kurniaasri; Ismil Asiffin; Sirrul Bari
JOEY: Journal of English Ibrahimy Vol. 1 No. 2 (2022): JOEY: Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (769.8 KB) | DOI: 10.35316/joey.2022.v1i2.56-66

Abstract

Pronunciation was one of difficult skill, it made many people confused. This research aimed to determine a solution by using mind mapping phonetic symbol media to eliminate the confusion of pronunciation. The content of mind mapping showed the part of phonetic symbol to study the sound of words. It has helped the understanding of some difference sounds. This research used quantitative true-experimental method by pre-posttest control group design. The tests carried out are validity, reliability, descriptive analysis, and t-test. Subject of this research is 30, it was divided 15 students for experiment group and 15 control group. The sample was taken by using random sampling and applied Slovin formula. While, the data was obtained by using reading test. The value of descriptive analysis there was a raising value which can be seen from mean post-test experiment group 72 it was higher than control group 36.6. And also, the quarrel of normal gain between experiment group and control group showed 75%>28.57%, 3 students from experiment group than a student of control group. Furthermore, the value of t-test was there was an influence to eliminate the confusion of pronunciation by using mind mapping phonetic symbol, it can be seen from the trials that have been tested in SPSS obtaining a t-count value of 8,290 > 1,7, it can be said that H0 is rejected and Ha accepted which it means that There is an influence of mind mapping phonetic symbol media (X) to eliminate the confusion of pronunciation (Y).
The Increasing Students’ Vocabulary Through Spelling Bee Games Dwi Nur Hadiyansah; M. Hilmy Hidayatullah; Mohammad Zainul Wahid
JOEY: Journal of English Ibrahimy Vol. 2 No. 1 (2023): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2023.v2i1.50-57

Abstract

This research aimed to find out whether a spelling bee game can increase students’ vocabulary or not and to find out the effectiveness of a spelling bee game to increase students’ vocabulary. The research method was classroom action research which consisted of cycles. The research location was in SMPN 1 Banyuputih. The data collection instruments were observation, documentation, questionnaire, and trial questions. Furthermore, the data were analyzed by qualitative descriptive and comparative descriptive. The conclusions of this research were spelling bee games can increase students’ vocabulary with the comparison test values 57,8 (Pre-test), 68,9 (Post-test 1), and 84,0 (Post-test 2). This game was also effective, it showed by the students’ activity observations results of 73% (1st meeting), 75% (2nd meeting), 77% (3rd meeting), and 92% (4th meeting) in a series. The questionnaire of effectivity also showed a value of 84,4 with the predicate good.
Role Play Methods Strategies to Improve Students' Speaking Ability: English M. Hilmy Hidayatullah; Sirrul Bari; Annisa Kurnia Asri; Nur lailiyatul Janna
JOEY: Journal of English Ibrahimy Vol. 2 No. 2 (2023): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2023.v2i2.38-47

Abstract

This study aimed to determine the implementation of role play to improve students’ speaking skill in the grade VIII MTs Al-Ittihad Ketupat Ra’as Sumenep. This research used Classroom Action Research (CAR) which consisted of two cycles, each cycle included planning, implementing, observing, and reflecting. The cycle was stopped when the indicators of success had achieved the completeness of learning set by the school. Completeness of learning for grade VIII subjects is 75%. The results showed students’ increase in the grade VIII MTs Al-Ittihad Ketupat Ra’as Sumenep learning outcomes in each cycle. The increase in learning outcomes was shown in the pre-test results with the percentage of completeness of learning 4,55% and there was an increase in the results of the post-test cycle 1 to 31,82%, and an increase again in the results of the post test cycle 2 to 81,82%. The increase in learning outcomes from the results of the pre-test, post-test cycle I to post-test cycle II was due to improvements in the application of role play after evaluating the learning process activities and learning outcomes. From the results of observations in the learning process of students’ speaking skill in the grade VIII MTs Al-Ittihad Ketupat Ra’as Sumenep, the students showed a good response. It could be concluded that learning using role play strategy in the grade VIII MTs Al-Ittihad Ketupat Ra’as Sumenep could improve the student’s speaking skill.
Writing Portfolio on Students’ Writing English Skill Asri, Annisa Kurnia; Musdalifah, Musdalifah; Hidayatullah, M. Hilmy; Virgiyanti, Diska Fatima
Pioneer: Journal of Language and Literature Vol 15 No 2 (2023)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v15i2.3731

Abstract

This research aimed to know the students’ writing a portfolio before and after being taught and to determine whether using a portfolio significantly affected their writing English skills. The research is a pre-experimental study. The population is the students of the ELT department, and the sample is 27 students who took a writing class. The instrument of this study is a writing rubric. The scores were analyzed using a t-test. The finding shows that the t-test score is 4.540, meaning the t-score is ≥ 1.729 (4.540 < -1.729). Therefore, it can be concluded that the null hypothesis is rejected, and the alternative hypothesis is accepted. It can be shown that a writing portfolio can help learners increase their writing English skills.
The Developing a Valid and Reliable Assessment Instrument for Academic Essay Writing in Higher Education M. Hilmy Hidayatullah; Nadrotin Mawaddah; Nur Mukminatien; Suhono, Suhono; Mukminatus Zuhriyah; Nahid Ayad; Yeasy Agustina Sari
Bulletin of Science Education Vol. 5 No. 1 (2025): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v5i1.1896

Abstract

Many university instructors assess academic essay writing using general rubrics or borrowed instruments that do not align with specific course outcomes and learner profiles. This study was initiated to address this gap by developing a valid and reliable assessment instrument for academic essay writing among EFL university students, focusing on argumentative essays. The instrument was constructed systematically, involving needs analysis, expert validation, pilot testing, and statistical evaluation for reliability and validity. The trial was conducted with 6 students from the English Language Education Study Program, and their essays were rated by two trained raters. The results showed that the rubric successfully captured performance variation across six key writing components and allowed for consistent scoring with minimal discrepancies between raters. Expert validators confirmed that the rubric is clear, relevant, and aligned with academic essay writing expectations. Rater reliability analysis showed consistent inter-rater scores (score differences ≤1 point), indicating strong rubric usability. Based on these findings, this instrument offers a practical and theoretically grounded tool for assessing academic essay writing in EFL higher education settings.
A systematic literature review of artificial intelligence in academic writing: Challenges and opportunities Hidayatullah, M. Hilmy; Suryati, Nunung; Cahyono, Bambang Yudi; Mawaddah, Nadrotin
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23821

Abstract

Artificial intelligence (AI) is reshaping academic writing by offering both challenges and opportunities. Numerous studies have discussed this topic and are worth compiling and synthesising.  Based on the topic, several existing studies published from January 2023 to March 2025 were reviewed systematically using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) framework. After searches in Scopus and Google Scholar yielded 1,024 records, 34 titles were selected based on defined inclusion and exclusion criteria. The findings highlight the two sides of AI in academic writing: 1) presenting ethical issues, training needs, Critical thinking degradation, AI misinformation, AI addiction, weak AI detectors, AI’s rhetorical patterns, users’ negative perceptions, and other challenges, 2) facilitating several opportunities, such as writing quality improvement (accuracy, organization, and style), writing productivity and efficiency, idea development, AI awareness, research support, new insights, writing engagement, and usability. This study contributed to developing guidelines to address ethical, effective, and prudent use of AI in academic writing. It is a foundation for upcoming researchers who delve into AI in academic writing and other related skills in the EFL teaching context. Moreover, investigations across disciplines and educational levels are worth exploring.
Development of Speech Practice Book for Students Speaking Skill at English Education Department of Ibrahimy University Cindy Komariah; Dwi Nurhadiansyah Wicaksono; M. Hilmy Hidayatullah; Devi Purmayanti
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 3 (2025): May : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i3.1665

Abstract

To improve the quality of education and learning in learning speaking in the English Education Department. Consideration of the lack of confidence in students caused by not knowing how to perform appropriately and well to appear confident to improve their speaking skill is also supported by the existence of appropriate learning media and can facilitate both students and teachers in learning to speak. Therefore, researchers conducted research and development of Speech Practice book learning media namely “A Guide Speech Practice Book to Elevate Your Performance” The research aims to describe the design development and feasibility of the product. This type of research is Research and Development (R&D) which follows the procedure of Borg and Gall. Which includes ten stages and then simplified into five stages which include: need analysis, product development, expert validation, product try-out, and final product. After going through several stages, the product feasibility assessment was started based on the results of experts which included content experts and design expert. Based on validation from the content expert with an average value of 4.6 with a percentage of 92% with a very feasible category. The results of validation from design expert get an average value of 4.5 with a percentage of 90% with a very feasible category. Then the product validation results of student responses get a total score of 3064 with a percentage of 94.2% with a category very feasible. based on the results of research and field tests that have been described, it can be concluded that the speech practice book for students speaking skill at the English Education Department is very feasible to use for speaking learning.
The Impact of The Tongue Twister Technique on The Speaking Ability of Students and Pronunciation: English M. Hilmy Hidayatullah; Ukhtul Iffah; Rizqatin Mubarokah ZK
JOEY: Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i2.51-60

Abstract

The purpose of this study was to gather empirical proof that tongue twisters significantly affect students' speaking abilities and pronunciation. This study employed a quantitative methodology and a quasi-experimental research design. This study was carried out at SMP NAA Alasbuluh-Wongsorejo-Banyuwangi in the eighth grade. The experimental class (38 students) and the control class (41 students) were the two groups in the researcher's basic random sampling technique. The researcher employed a tongue twister test as the tool for data collection, and the students' speaking and pronunciation on the pre-test and post-test were scored using a speaking and pronunciation scoring rubric. The experimental class's post-test mean score, as determined by the t-test calculations, was 80.68, whereas the control class's was 50.65. In the statistical hypothesis test, robserved (0.958) was greater than rtable (0.2213) at the 5% significance level. It indicates that the null hypothesis was rejected and the alternative the hypothesis (Ha) was accepted. It was demonstrated that the tongue twister approach affects eighth-grade students' speaking and pronunciation at SMP NAA Alasbuluh-Banyuwangi
Digital Literacy and Digital Competence among EFL Teachers: A Systematic Literature Review Suhono, Suhono; Cahyono, Bambang Yudi; Eliyanah, Evi; Hidayati, Maria; Pratama, Raga Driyan; Sahyoni, Sahyoni; Hidayatullah, M. Hilmy
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.798

Abstract

Research on digital literacy and digital competence in English teacher education has expanded substantially over the past decade, reflecting a growing scholarly interest in teachers’ roles in digitally mediated learning environments. This study systematically maps publication trends, collaboration patterns, and thematic emphases in this research domain, identifying how digital literacy and digital competence are conceptualized and empirically addressed. A Systematic Literature Review (SLR) was conducted following the PRISMA framework, drawing on Scopus-indexed publications from 2015 to 2025. Bibliometric analysis examined publication growth, co-authorship networks, country contributions, and keyword co-occurrences, complemented by thematic synthesis to interpret conceptual and pedagogical patterns. VOSviewer was used to visualize bibliometric linkages. Findings indicate steady growth in publication numbers, with limited international collaboration and regional concentration, particularly in Southeast Asia. Thematic synthesis reveals that digital literacy is commonly framed as foundational skills that include information access, communication, and basic technology use, while digital competence emphasizes pedagogical integration, professional development, and context-responsive teaching. Advanced aspects such as AI-supported pedagogy, critical digital engagement, and transformative digital practices remain less explored. Overall, both constructs are central in English teacher education but are addressed with varying conceptual depth
Co-Authors Annisa Kurnia Asri Asri, Annisa Kurnia Bambang Yudi Cahyono Cindy Komariah Devi Purmayanti Diska Fatima Virgiyanti Dwi Nur Hadiyansah Dwi Nurhadiansyah Wicaksono Evi Eliyanah, Evi Ismil Asiffin Maria Hidayati, Maria Mohammad Zainul Wahid Mukminatus Zuhriyah Musdalifah Musdalifah Nadrotin Mawaddah Nahid Ayad Nunung Suryati Nur lailiyatul Janna Nur Mukminatien Pratama, Raga Driyan Rizqatin Mubarokah ZK Sahyoni, Sahyoni Sirrul Bari Suhono Suhono, Suhono Ukhtul Iffah Yeasy Agustina Sari