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ISLAMIC BOARDING SCHOOL OF MIFTAHUL MIDAD LUMAJANG IN THE PROCESS TOWARDS MODERN EDUCATION CENTER Mahmawati, Diyah; Novitaningrum, Angella; Mas’ud, Mohammad; Yuswandari, Kurnia Devi; Wisnu, Wisnu
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 1, No 1 (2023): First International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

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This article wants to reveal the development of the Islamic Boarding School of Miftahul Midad Lumajang in the process of going global. Miftahul Midad Lumajang meets the criteria of a modern Islamic Boarding School and has formatted its curriculum into an Islamic education model that is acceptable to various groups. Since its establishment in the 1980s, its development has been very rapid, because it not only implements the salaf system but also uses the integrated curriculum of the Ministry of Religion's formal school format. Now, after the opening of the institution, several surges of concept developments are put into practice. The theme of this article's discussion is how the implementation of the khalaf salaf curriculum in formal education at the Islamic boarding school of Miftahul Midad Lumajang is in facing the challenges of the times. Some of the problems are also how caregivers adopt the khalaf salaf curriculum with the opening of MTs, MA, and institutions. The ranks of caregivers provide evidence of success in practicing the khalaf salaf curriculum in the implementation of side-by-side learning. This success comes from the quality of the students and the ability of caregivers and teachers to coordinate to guide the students.

The Role of Students’ Listening Habits to English Songs in Vocabulary Mastery: A Systematic Literature Review Muaviyah, Tsalis Aviatun; Yuswandari, Kurnia Devi; Novitaningrum, Angella; Mas'ud, Mohammad; Nahidin, khittotun
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.5316

The rapid growth of digital technology has expanded students’ exposure to English beyond formal classroom settings, particularly through informal activities such as listening to English songs. This study aims to systematically review existing research on students’ listening habits to English songs and their implications for vocabulary mastery in English as a Foreign Language (EFL) contexts. A Systematic Literature Review (SLR) method was employed by analyzing peer-reviewed journal articles published between 2020 and 2025. The selected studies focused on English songs, listening activities, listening habits, and vocabulary learning across various educational levels, ranging from elementary school to university. The reviewed articles were analyzed using thematic synthesis, and key findings were organized into a review table to identify recurring patterns and themes. The results indicate that English songs contribute positively to vocabulary mastery by providing repeated and contextualized exposure to lexical items. The findings also reveal that listening habits to English songs support vocabulary development more effectively when accompanied by active engagement, such as attention to lyrics and word meanings. In addition, English songs enhance motivation, listening comprehension, and pronunciation awareness, which indirectly strengthen vocabulary acquisition. Overall, this review concludes that English songs are an effective and accessible learning resource for vocabulary development in EFL contexts, particularly when listening activities are conducted purposefully rather than passively.

Gamified Listening Activities Powered by Artificial Intelligence: Impact on Secondary Student Engagement and Performance Yuswandari, Kurnia Devi; Novitaningrum, Angella
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i2.10543

This study explored the impact of gamified listening activities powered by artificial intelligence (AI) on secondary students’ engagement and performance in English as a Foreign Language (EFL) learning. Although previous research had highlighted the benefits of both gamification and AI in language education, few studies had examined their combined effects, particularly in listening comprehension at the secondary level. This qualitative research addressed that gap by investigating students’ experiences, engagement levels, and perceived improvements after participating in AI-assisted gamified listening lessons. Using a qualitative case study approach, the research involved three secondary school students who engaged in listening activities through AI-powered gamified platforms such as Quizizz AI, Duolingo, and ChatGPT audio features. Data were collected through classroom observations, reflective journals, and semi-structured interviews to gain in-depth insights into students’ motivation and learning experiences. Thematic analysis was employed to identify key patterns in engagement, emotional response, and perceived performance gains. The findings revealed enhanced motivation, active participation, and improved listening confidence among learners.The significance of this study lies in its contribution as an exploratory examination of how secondary students perceive AI-supported gamified listening activities in an EFL context. Rather than asserting generalizable or significant effects, the findings represent the subjective experiences of the three participants, who reported that the activities felt more engaging, interactive, and personally relevant. These insights are inherently context-specific and should be interpreted with caution, as the limited number of participants restricts the transfer ability of the results. Nevertheless, the study offers preliminary considerations for educators who wish to explore the potential of integrating AI tools and gamification elements into EFL listening instruction, particularly as a means of enhancing learner engagement and personalization.

Exploring EFL Students’ Perceptions of Using Padlet in Collaborative Academic Writing Novitaningrum, Angella; Yuswandari, Kurnia Devi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i2.10546

This study investigates how students perceive the use of Padlet in collaborative academic writing. As digital platforms become increasingly integrated into language classrooms, understanding learners’ engagement with these technologies is essential for optimizing pedagogical outcomes. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul Midad Lumajang as the participants. The data of this study were collected through semi-structured interviews, classroom observations and documentation. The findings reveal five major themes that reflect students’ perceptions in using Padlet for collaborative academic writing, including enhanced engagement and confidence, support for the writing process, technological and interpersonal challenges, emotional and cognitive impact and metacognitive reflective practice. These themes provide a comprehensive understanding of how Padlet mediates students’ engagement, interaction, and learning development in digitally supported writing context. Overall, the study highlights Padlet’s potential to transform academic writing from an individual task into a dynamic, socially situated learning experience that promotes engagement, reflection, and collaborative knowledge construction in digital EFL contexts.

STAD compare to GTM. Hopefully, this method can cover the students need in reading comprehension Kurnia Devi Yuswandari
Mastery: Master of English Language Journal Vol 1 No 1 (2022)
Publisher : PPPM STIT MIFTAHUL MIDAD

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The main objectives of the research are to find out: (1) whether STAD method is more effective than grammar-translation method to teach reading; (2) whether the students who have high verbal intelligence have better reading mastery than those who have low verbal intelligence; and (3) whether there is an interaction between teaching methods and students’ verbal intelligence. Kind of this research was experimental research. This research was carried out at SMAN 3 Lumajang in the academic year of 2014/2015. The population of the research is the eleventh grade student of SMAN 3 Lumajang in the academic year of 2014/2015. The samples were two classes. In taking the sample, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low verbal intelligence). Then, the techniques which were used to collect the data were verbal intelligence test and reading test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. Based on the results of the analysis, there are some research findings that can be taken: (1) STAD method is significantly different from GTM method to teach reading because Fo is higher than Ft and qo between columns (C1 and C2) is higher than qt. STAD method is more effective than GTM to teach reading because the mean of C1 is higher than C2; (2) the reading mastery of the students who have high verbal intelligence is significantly different from that of those who have low verbal intelligence because Fo is higher than Ft and qo between rows (R1 and R2) is higher than qt and the students who have high verbal intelligence have better reading mastery than those who have low verbal intelligence because the mean of R1 is higher R2; and (3) there is an interaction between teaching methods and verbal intelligence for teaching reading because Fo is higher than Ft: (a) for the students who have high verbal intelligence, STAD method is significantly different from GTM method to teach reading because qo between cells (A1B1 and A2B1) is higher than qt . STAD method is more effective than GTM method to teach reading because the mean A1B1 is higher than A2B1, and (b) for the students who have low verbal intelligence, GTM method is significantly different from STAD method to teach reading because qo between cells (A2B2 and A1B2) is higher than qt and GTM method is more effective than STAD method to teach reading because the mean of A2B2 is higher than A1B2. The research finding are: (1) STAD is more effective than GTM for teaching reading; (2) The students having high verbal intelligence have better reading mastery than the students having low verbal intelligence; (3) There is an interaction effect between methods and students’ verbal intelligence for teaching reading. STAD is suitable for students having high verbal intelligence and GTM is suitable for students having low verbal intelligence. It is important for English teacher to select the method which is suitable for students who have high or low verbal intelligence in English lesson.

PEMAHAMAN MENDENGARKAN DALAM SASTRA: PENGGUNAAN ALAT BANTU VISUAL OLEH SISWA EFL DALAM INTERPRETASI PUISI Kurnia Devi Yuswandari; Nur Aida Fitriyah
Mastery: Master of English Language Journal Vol 2 No 2 (2024)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/hbrtnk57

This study explores the use of visual aids on listening comprehension in poetry interpretation among EFL students. It employs a descriptive qualitative research design. The participants of this study are fourth-semester students of the English Department at STIT Miftahul Midd Lumajang. In order to gain the data, it uses semi-structured interviews and classroom observations. The findings indicate that visual aids profoundly elevate student engagement with poetic texts by making abstract concepts more accessible and relatable. The participants of this study reported that these resources not only fostered emotional connections to the material but also encouraged active participation and collaborative discussions. Additionally, visual aids were found to promote cultural awareness, enriching students’ understanding of the literary themes explored in poetry. Overall, this research highlights the transformative potential of visual aids in enhancing the educational experience of EFL students, paving the way for more effective teaching practices. The study advocates for the integration of visual aids into EFL literature instruction to improve comprehension and appreciation of complex texts.

Task-Based Learning: A Modern Approach to TESOL on Ninth Grade Students of MTs Miftahul Midad Lumajang Kurnia Devi Yuswandari; Yanti Ramiasih
Mastery: Master of English Language Journal Vol 3 No 1 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/20ajyx05

This study explores the implementation of Task-Based Learning (TBL) as a modern approach to Teaching English to Speakers of Other Languages (TESOL) for ninth grade students at MTs Miftahul Midad Lumajang. The research investigates the effectiveness of TBL in enhancing students' English language proficiency, particularly in the areas of speaking, writing, reading, and listening. Using a qualitative method. The data from student surveys, interviews, classroom observations, and teacher feedback. The findings reveal that TBL significantly improved students' language skills, with particular gains in speaking fluency and writing coherence. Students showed increased motivation and engagement in the learning process, as the task oriented activities provided meaningful, real world applications of language. However, challenges such as time management, classroom organization, and unequal participation were noted. Teachers also reported the need for further professional development to effectively implement TBL strategies. Overall, this research suggests that TBL can be an effective and engaging approach to TESOL in Indonesian secondary school contexts, offering a more student centered, communicative alternative to traditional grammar focused methods. The study provides recommendations for teachers and school administrators to integrate TBL more widely in the curriculum for enhanced language learning outcomes.

Contextual Role-Play to Improve ESP Speaking in Islamic Economics Education Hikmah, Zizi Nur; Yuswandari, Kurnia Devi
Mastery: Master of English Language Journal Vol 3 No 2 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/r5jxcc88

This study aims to explore the effectiveness of contextual role-play strategies in improving students’ speaking skills in English for Specific Purposes (ESP) classes. The participants were 34 fourth-semester students from the Islamic Economics and Islamic Banking Study Programs at the Institut Agama Islam Sunan Kalijogo Malang. This research employed a descriptive qualitative approach through two learning cycles: the first cycle focused on asking and responding to requests, and the second cycle focused on giving opinions in an Islamic finance context. Data were collected through observation, written reflections, and semi-structured interviews. The results indicated that contextual role-play effectively enhanced students’ confidence, strengthened their mastery of Islamic finance vocabulary, and increased active participation in oral communication. Students responded positively to this method, as they found it relevant, enjoyable, and reflective of real professional situations. These findings are supported by previous studies that highlight the importance of contextualization in ESP-based speaking instruction.

PELATIHAN DIGITAL WRITING LITERACY UNTUK MENINGKATKAN KETERAMPILAN MENULIS BERBASIS DIGITAL PADA SISWA MADRASAH ALIYAH SE-KABUPATEN LUMAJANG Angella Novitaningrum; Nur Laili Yusuf; Khittotun Nahidin; Kurnia Devi Yuswandari; Akhmad Nuris Hidayat
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 2 (2026): Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/9dzy4n68

Keterampilan digital writing literacy menjadi kompetensi penting yang perlu dimiliki siswa dalam menghadapi perkembangan teknologi dan tuntutan pembelajaran di era digital. Namun, kemampuan digital writing literacy siswa Madrasah Aliyah (MA) masih tergolong rendah, terutama pada aspek pengembangan ide, penyusunan teks secara sistematis, penguasaan kosakata, penggunaan tata bahasa dan mekanisme penulisan, serta pemanfaatan teknologi digital secara optimal untuk mendukung kegiatan menulis akademik. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi digital writing literacy siswa melalui pelatihan menulis digital berbasis praktik dan kolaborasi. Metode pelaksanaan kegiatan menggunakan pendekatan Participatory Action Research (PAR) yang melibatkan 100 siswa Madrasah Aliyah se-Kabupaten Lumajang. Evaluasi kegiatan dilakukan menggunakan pre-test dan post-test, observasi, refleksi peserta, serta penilaian produk tulisan digital. Hasil kegiatan menunjukkan adanya peningkatan rata-rata skor peserta dari 50,6 pada pre-test menjadi 84,5 pada post-test dengan persentase peningkatan sebesar 67,0%. Aspek kompetensi literasi digital menunjukkan peningkatan paling signifikan sebesar 97,7%, diikuti oleh aspek struktur dan organisasi teks sebesar 69,4%, tata bahasa dan mekanisme penulisan sebesar 64,7%, ide dan konten tulisan sebesar 58,5%, serta penguasaan kosakata sebesar 51,8%. Implikasi kegiatan menunjukkan bahwa pelatihan berbasis collaborative writing, pemanfaatan platform digital, dan pendampingan intensif mampu meningkatkan kompetensi digital writing literacy siswa secara efektif serta berpotensi diterapkan secara berkelanjutan pada lingkungan madrasah dan satuan pendidikan lainnya. Abstract Digital writing literacy skills have emerged as an essential competency that students need to develop in response to rapid technological advancements and the increasing demands of learning in the digital era. However, the digital writing literacy competence of Madrasah Aliyah (MA) students remains relatively low, particularly in aspects related to idea development, systematic text organization, vocabulary mastery, the use of grammar and writing mechanics, and the effective use of digital technology to support academic writing activities. This community service program aimed to enhance students’ digital writing literacy competencies through practice-oriented and collaborative digital writing training. The program employed a Participatory Action Research (PAR) approach involving 100 Madrasah Aliyah students across Lumajang Regency. Program evaluation was conducted through pre-tests and post-tests, observations, participant reflections, and assessments of students’ digital writing products. The findings revealed an increase in participants’ average scores from 50.6 in the pre-test to 84.5 in the post-test, representing a 67.0% improvement. The digital literacy competency aspect showed the most significant increase at 97.7%, followed by text structure and organization (69.4%), grammar and writing mechanics (64.7%), ideas and content development (58.5%), and vocabulary mastery (51.8%). The findings indicate that training integrating collaborative writing, digital platform utilization, and intensive mentoring effectively improves students’ digital writing literacy competencies and has the potential to be sustainably implemented in madrasah settings and other educational institutions.

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