Article Per Year (5 Year)
p-Index From 2021 - 2026
3.987
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Ilmiah Bahasa dan Sastra Jurnal VOK@SINDO EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Briliant: Jurnal Riset dan Konseptual JPM (Jurnal Pemberdayaan Masyarakat) Journal of Education Technology KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Journal of English Teaching, Literature, and Applied Linguistics Bubungan Tinggi: Jurnal Pengabdian Masyarakat J-REaLL Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Learning Innovation (englie) ELTALL: English Language Teaching, Applied Linguistic and Literature JEELS (Journal of English Education and Linguistics Studies) JAPI: Jurnal Akses Pengabdian Indonesia Jurnal Pengabdian Masyarakat Bhinneka Studies in English Language and Education TEFLICS Science Contribution to Society Journal JOSAR (Journal of Students Academic Research) EDUJ : English Education Journal ETERNAL: English Teaching Journal
Mafulah, Siti
Universitas PGRI Kanjuruhan Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Public Health Social Sciences Other

Published : 40 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 40 Documents
Search

 1   2   3   4 
Text Planner and Self-Assessment of Recount Writing Ability among Junior High School Students Mafulah, Siti; Sribudiati, Wiwik; Haider, Sanwal
JOSAR (Journal of Students Academic Research) Vol 9 No 2 (2024): September
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/josar.v9i2.3938

Abstract

This study aims to explore whether the use of text planner combined with self- assessment affects students' recount text writing ability at junior high school students. The research employed a pre-experimental method using a one-group pretest- posttest design. The participants were 32 students from class VIII-H of SMP Negeri 1 Turen. The results showed a significant improvement in the students' recount writing performance from pretest to posttest. The average score increased from 67.27 to 80.08, indicating that the intervention of using a text planner combined with self-assessment has a positive impact. The Paired Samples T-test further confirmed the statistical significance of this improvement, with a p-value of 0.000, which is less than the standard significance level of 0.05. These findings suggest that the use of a text planner to guide the organization of recount texts, combined with self-assessment to enable students to critically evaluate their own writing, can be an effective approach to improve junior high school students' recount writing ability. The study provides valuable insights for educators seeking to implement evidence- based strategies to support students' development in this genre of writing. In addition, due to the limitation of this study, it is reccommended for futrure researchers to conduct research on the different text type and the implementattion in the different level of students so that the use of text planner combined withh self-assessment can be generalized as an effective way to teach English Writing Skill.
Differentiated Instruction and Its Implementation in Teaching of Recount Texts: A Case of Applying Genre-Based Approach Sinta Fatimah; Umi Tursini; Siti Mafulah
EDUJ : English Education Journal Vol. 2 No. 2 (2024): December 2024
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v2i2.1214

Abstract

Differentiated Instruction is an approach to teaching that considers the diverse learning needs, interests, and abilities of students. In contrast, the genre approach is a pedagogical method focused on teaching writing through the exploration and production of various genres. The objectives of this study are to investigate the implementation of a genre-based approach in teaching recount texts within a differentiated instruction framework, and to assess the impact of this approach on students’ learning outcomes and engagement. This research employs a qualitative method, which is a process of inquiry aimed at understanding human behaviors by creating complex, holistic pictures of the social and cultural contexts in which such behaviors occur. The data instruments include document analysis, observations, and interviews. Participants in this research consist of a teacher and students from SMP Al Azhar Pagelaran Malang. Data analysis follows an interactive model technique, which involves several stages: data reduction, data display, conclusion drawing, and triangulation. The result, teacher conducted an assessment to identify the students' needs. Subsequently, they implemented genre-based approach to make learning recount texts more engaging, allowing students to circulate and exchange information with different groups. From the interview data, it was evident that students enjoyed learning through differentiated instruction. With various learning styles accommodated, students felt confident in their understanding of the material presented in each lesson.
Exploring factors influencing EFL students’ lack of interests in English lessons Noyan, Marselina; Usadiati, Wahyuningsih; Mafulah, Siti
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 1 (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.v6i1.22907

Abstract

Learning outcomes are significantly and positively influenced by students’ interest in learning. This means that students will learn more effectively if they are more interested and satisfied with what they are learning. Unfortunately, the issue of students' lack of interest in learning English has not been thoroughly studied yet. Therefore, the aim of this study is to find out the aspects that cause students' lack of interest in English lessons. A survey design was used with tenth grade students of a high school in Malang, Indonesia, as the subjects, using 14 sets of items in the questionnaire as the research instrument to obtain the data. The data were verified through interviews to confirm their consistency with the questionnaire result. The data were analyzed and displayed using percentages. The findings show that, on average, from the teacher’s side, the students’ lack of interest in English lessons were mostly due to the teacher’s materials and methods of teaching and personal relationship with the students. From the students’ side, most of their lack of interest is due to their own unreadiness to learn English. These findings suggest that teachers should improve their teaching methods, materials, and student engagement strategies to enhance students’ interest in learning English and achieve better learning outcomes.
Collaborative Writing on Descriptive Text: Creativity and Engagement Elga Farah Andanty; Agus Sholeh; Siti Mafulah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.14431

Abstract

This study aims to investigate the implementation of collaborative writing methods in improving creativity and engagement in writing descriptive texts at SMP Negeri 5 Kepanjen. This study uses a qualitative approach with a descriptive research type. Research data were collected through observation, interview and documentation activities. The collected data were analyzed descriptively qualitatively using an interactive data analysis model. The data from the research were re-tested for validity using triangulation. The results of the study showed that the implementation of the collaborative writing method in descriptive text learning increased As evidenced by the results of observations and interviews on student responses showed that collaborative writing can improve their creativity and engagement. This study highlights the potential of Collaborative Writing as a means to improve student creativity and engagement in descriptive text learning in junior high schools.
Exploring Indonesian EFL teacher-student interactions in online learning Mafulah, Siti; Basthomi, Yazid; Cahyono, Bambang Yudi; Suryati, Nunung
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.23804

Abstract

The use of online platforms has been shown to help students engage in learning writing. The students engagement in revising their writing draft can be seen from the interactions between the teacher and the students or among the students. This study aims to determine teacher-student interactions in a writing class conducted synchronously and asynchronously via Google Classroom, Google Meet, and WhatsApp. The data were derived from the teachers and students discussions posted in written and oral modes in the applications. A qualitative approach in designing and gathering the data was used in this study. The findings show that the interactions between the teacher and the students raised the students understanding of the teachers instruction so that the students were engaged in writing their drafts and revising them properly. The patterns of the teachers interactions can be categorised into giving feedback (39%) followed respectively by prescribing the editor role (17.7%), promoting individual contributions (13.3%), promoting joint construction of meaning and form (11%), thanking and praising (10%), guiding through the writing steps (5.7%) and stimulating students (3.3%). Students responses toward the teachers patterns of interaction depend on the teachers talk. There is no initiative from the students to start the discussion. The students background as freshmen can cause this; the first-year students may not be brave enough to start the discussion. This suggests that exploring the interactions between the teacher and students of different backgrounds is necessary.
Pelatihan Pembelajaran Berdiferensiasi Menggunakan Strategi Know_Want to Know_Learned Bagi Guru Sekolah Menengah Atas Arrohmah Malang Mafulah, Siti; Tursini, Umi; Tika, Eufrasia
Jurnal Pemberdayaan Masyarakat Vol 10 No 1 (2025): Mei
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jpm.v10i1.12128

Abstract

Differentiated learning is very necessary to facilitate students to obtain equal rights in classroom learning. With various backgrounds ranging from learning styles and learning methods of students and student categories (audio, visual, and kinesthetic), teachers are expected to be able to teach creatively and innovatively. However, not all teachers understand this, therefore it is necessary to conduct differentiated learning training using the Know, Want to know, and Learned (KWL) strategy so that teachers do not feel lectured in delivering their materials. This activity used 4 stages of implementation, the first stage K (Know), teachers were asked to write down what they know about differentiated learning, the second stage W (Want to know), what teachers wanted to learn related to differentiated learning, the third stage was the presentation of the material and the fourth stage L (learned), at this final stage, participants were asked to write down what they have learned from the presentation of the material and the discussions that have been carried out together. The results of the questionnaire stated that almost all participants felt happy and enthusiastic about participating in this activity and would apply differentiated learning in their respective classes.
How Storytelling Enhanced Elementary Students’ English Proficiency Mafulah, Siti; Panggala, Oka Bruno Asmara; Herawati, Siane
Teaching English as Foreign Language, Literature and Linguistics Vol. 5 No. 1 (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.v5i1.8976

Abstract

Teaching English to young learners requires creativity and engaging methods. Storytelling offers an alternative approach suitable for young students. This study aims to explore the English abilities of young learners through the use of storytelling. Data were collected through observations and interviews. Observations were conducted to examine students' activity in using English in the classroom, while interviews were carried out to strengthen the observational data. The participants were 26 students, with 10 selected for interviews to further validate their perceptions of storytelling activities. The findings indicate that storytelling has a positive influence on students' English abilities, particularly in speaking (including pronunciation and vocabulary). Interviews revealed that students found storytelling enjoyable, motivating, and helpful in learning English. These findings suggest that storytelling can serve as an effective alternative method for teaching English to young learners.
Investigating EFL pre-service teachers’ pedagogical competence, challenges, and expectations in micro-teaching Mafulah, Siti; Febrianti, Eka Setyowati
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9299

Abstract

Pre-service teachers should master pedagogical competence. Some studies focused on experienced teachers, and the studies exploring the pedagogical competence of pre-service teachers in micro-teaching classes are limited. Therefore, this study aims to investigate how the pedagogical competence that English as a foreign language (EFL) pre-service teachers mastered in micro-teaching classes as well as the challenges and expectations of EFL pre-service teachers in micro-teaching classes. This study employed a qualitative case study with five participants involved. Data were obtained from observation and interviews. The data were gathered through observation and interviews and then analyzed thematically. The results indicated that the pre-service teachers mostly had limitations in terms of pedagogical competence. The limitation was in terms of teaching activities, pre-service teachers-student interaction and the use of teaching material or media. Moreover, some challenges in the micro-teaching class were found. The challenges lay within the use of the target language, the limited time provided, and the lack of real class experience, opportunity, and materials. The study’s findings imply that micro-teaching class can be a useful experience for pre-service teachers before they face the real class and they can increase their capacity to be future teachers.
Exploring English Language Learning through Online Gaming: A Case Study of Two Children Mafulah, Siti; Mhirda, Maftuch Junaidy; Haider, Sanwal
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1919

Abstract

Online games are often considered as a disturbance for children, negatively affecting time management, encouraging undesirable habits, and contributing to poor academic performance. While several studies have examined the effects of online games on students, in-depth exploration at the individual level remains limited. Therefore, this study investigates the potential of online games in influencing children's English language acquisition. A case study was employed, with data collected through semi -structured interviews with children and parents. Observations of children while playing online games were conducted, along with an analysis of documents such as school assignments. The findings show that the child who played online games more frequently demonstrated a stronger grasp of English vocabulary, greater fluency in speaking, and a better ability to respond to questions about words meanings compared to child who played less frequently. Both children, however, met the minimum standard score of the English subject at school. Furthermore, several benefits of learning English through online games were identified, including increased motivation and confidence. The study also suggests that examining factors such as language aptitude, learning strategies, and environ mental support in the context of online gaming may provide a more comprehensive understanding of how online games can be utilized to enhance children's English language learning.HIGHLIGHTS: Learning English through online games based: in this research, learning English through online games need a supportive environment provided by parents, teachers, and peers. It is a vital role in fostering motivation and building children’s confidence in using English. It is essential for parents to recognize that each child possesses unique learning styles and abilities Increase English ability through game-based: through online game, children increase their English abilities. Child A and B is also reflected in their English subject scores at school. Child A consistently earns higher scores than Child B, which indicates a better understanding of English grammar and sentence structure. Learning English through online games raise children’s motivation. It is confirmed that after approximately six months of playing online games, Child A and B become more motivated to learn English at school. They were eager to complete homework assignments and shared their experience at school, and motivated to speak in English.
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Sulistyo, Teguh; Widiastuti, Oktavia; Mafulah, Siti; Puspitasari, Yunita; Holland, Tim
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1099

Abstract

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
Co-Authors Agus Sholeh Arta, Sarah Bambang Yudi Cahyono Budianto, Suhartawan Dwi Fita Heriyawati Dwipantoro, Diknas Adi Elga Farah Andanty Farida Nur Kumala Febrianti, Eka Setyowati Fitri Anggraini Hariyanto Haider, Sanwal haryono, sarah emmanuel Hefsi Anggi Ambarwati Herawati, Siane Holland, Tim Ilma, Firda Irene Trisisca Rusdiyanti Istayani, Yeni Jurina Ibrahim Katharina Poptrisia Nona Eltris Kurniawati, Putri Dwi Retno Maria Cholifah Maria Purnawati Mhirda, Maftuch Junaidy Ni Nyoman Ayu Shri Smertini Adhi Ningsih, Ariyanti Abi Nirmansyah, Bagas Noyan, Marselina Nunung Suryati Oktavia Widiastuti Panggala, Oka Bruno Asmara Riza Weganofa Rizky Lutviana, Rizky Saiful Saiful Sari, Hesty Puspita Sinta Fatimah Siti mutmainnah Sofyansah , Nurma Atalsa Sri Rahayu Sribudiati, Wiwik Teguh Sulistyo Tika, Eufrasia Tursini, Umi Umi Tursini Umiati Jawas, Umiati Wahyuningsih Usadiati Wahyuningsih, Yulia Widiastuti, Oktavia Wilujeng, Trisno Tunggal Rahayu Yazid Basthomi