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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 JEELS (Journal of English Education and Linguistics Studies) JAPI: Jurnal Akses Pengabdian Indonesia Studies in English Language and Education TEFLICS Science Contribution to Society Journal JOSAR (Journal of Students Academic Research) EDUJ : English Education 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

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The Use of Captional Videos Strategy to Improve Students' Vocabulary Mastery Ilma, Firda; Mafulah, Siti
JOSAR (Journal of Students Academic Research) Vol 9 No 1 (2024): March
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/josar.v9i1.3274

Abstract

The aim of this study is to investigate how captional videos strategy as a teaching media improve students' vocabulary. Classroom Action Research (CAR) was used in this study. There were 32 students of eighth grade of junior high school as participants. The instruments used were test, observation checklist, and questionnaire. Criteria of success, lesson plan, media used was set on planning. The step was followed by implementing, obserning, and reflecting. This study was done on two cycles since the result of the first cycle did not meet the criteria of success. The result shows that vocabulary test result in Cycle II passed the criteria of success. Out of 32 students, 86% of the students got scores above 75, and 75% of students were active in the class. This suggests that including captioned movies into the classroom may be a useful way to expand students' lexical knowledge and proficiency in English. Therefore, it is suggested for teacher to use captional video as alternative media in teaching English especially in improving studdents’ vocabulary.
"MOM, I CAN SPEAK ENGLISH!": CASE STUDY OF THE USE OF FLASHCARDS ON EARLY CHILDHOOD CHILDREN Siti Mafulah; Ni Nyoman Ayu Shri Smertini Adhi
JIBS: JURNAL ILMIAH BAHASA DAN SASTRA Vol. 11 No. 2 (2024): JIBS : JURNAL ILMIAH BAHASA DAN SASTRA
Publisher : Fakultas Bahasa dan Sastra Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jibs.v11i2.10883

Abstract

Children language acquisition is depended on the learning situation, engagement, and the use of media. Therefore, this study investigates the use of flashcards as media on children ‘s vocabulary mastery. This study focused on the children’s, parents, and teacher’s perception. This study used qualitative research design. To obtain data, observation and interview were applied. The observation was done during the teaching learning process while interview for the children was given whenever the children were in a good mood. The findings revealed the challenges and benefits of using flashcards for early childhood learning. Children showed strong involvement and retention when they were engaged in the learning process using flashcards. Besides, the combination between the use of flashcards and games made the learning process more interactive. The teacher emphasized the usefulness of flashcards to enhance participation and memory retention. Besides, based on the parents’ point of view, the use of Flashcards is flexible and helps children in speeding up the language acquisition. The study presents new insights into effective language teaching techniques for early childhood with a focus on cognitive needs as well as specific developmental needs of children. It is recommended to use flashcards for educators and parents who want to improve their early childhood language learning experience.
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.
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Teguh Sulistyo; Oktavia Widiastuti; Siti Mafulah; Yunita Puspitasari; Tim Holland
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Institut Agama Islam Negeri 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.
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.
The Effect of Word Wall Media on Young Learners’ English Vocabulary Mastery Sarah Arta; Siti Mafulah; Siane Herawati
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 2 (2025): Volume 10 Nomor 2, Mei 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i2.2242

Abstract

The purpose of this research is to explore the differences in vocabulary mastery between students given Word Wall media and students given book learning media in vocabulary mastery among grade 2 students at SD Negeri 1 Kalipare in the even semester of the 2024/2025 school year. This research was carried out over six meetings using a Quasi-Experimental research design and quantitative methods. The participants involved in this study consisted of two classes with 42 students. And twenty-one students per class. The research employed pre-test and post-test data collection techniques. The post-test result indicates that the vocabulary proficiency of students in the experimental class is 75.00 at the same times as in the control class which is 55.476. So, student learning outcomes on vocabulary mastery related to family members and possessive adjectives through using Word Wall media in grade 2 students of SDN Kalipare 1 increased. The results indicate that Word Wall media can effectively enhance students’ vocabulary achievement.
Exploring English Language Learning through Online Gaming: A Case Study of Two Children Siti Mafulah; Maftuch Junaidy Mhirda; Sanwal Haider
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.
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.
Co-Authors Agus Sholeh Andanty, Elga Farah 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 Hefsi Anggi Ambarwati Herawati, Siane Holland, Tim Ilma, Firda Irene Trisisca Rusdiyanti Jurina Ibrahim Katharina Poptrisia Nona Eltris Maftuch Junaidy Mhirda Maria Purnawati Ni Nyoman Ayu Shri Smertini Adhi Ningsih, Ariyanti Abi Noyan, Marselina Nunung Suryati Oktavia Widiastuti Oktavia Widiastuti Panggala, Oka Bruno Asmara Riza Weganofa Rizky Lutviana, Rizky Saiful Saiful Sanwal Haider Sarah Arta Sari, Hesty Puspita Sinta Fatimah Sri Rahayu Sribudiati, Wiwik Teguh Sulistyo Teguh Sulistyo Tika, Eufrasia Tim Holland Trisno Tunggal Rahayu Wilujeng Tursini, Umi Umi Tursini Wahyuningsih Usadiati Yazid Basthomi Yunita Puspitasari