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All Journal 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) Edulitics (Education, Literature, and Linguistics) Journal Journal of Education Technology KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Journal of English Teaching, Literature, and Applied Linguistics Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Research on English and Language Learning (J-REaLL) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP TRANS-KATA: Journal of Language, Literature, Culture, and Education 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 Language Circle : Journal of Language and Literature Pedagogy Review International Journal of English Learning and Applied Linguistics (IJELAL)
Mafulah, Siti
Universitas PGRI Kanjuruhan Malang
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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): June
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 Students’ English-Speaking Ability Across Proficiency Levels: A Case Study in Indonesian Islamic Boarding School Mhirda, Maftuch Junaidy; Usadiati, Wahyuningsih; Mafulah, Siti
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 2 (2025)
Publisher : UIN Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i2.11573

Abstract

Speaking plays an important role in empowering students learning English as a foreign language to actively engage in various aspects of academic life, such as classroom discussions, presentations, and group projects. However, fluency in English speaking remains a significant challenge for many Indonesian students due to limited exposure to authentic English-speaking environments and insufficient practice opportunities. The aims of this study are to find out the environmental exposure in an Islamic boarding school. Besides, this study also explores the students’ perceptions across proficiency levels in increasing their English-speaking ability in that boarding school. Descriptive qualitative design was used in this study. Observation and interview as the instrument to gain the data were administered in one of Islamic boarding schools in Indonesia. The observation was done to investigate the extent of the English exposure while interview was delivered to 12 students across proficiency levels. The result showed that activities provided by the institution in fostering students’ confidence and fluency are muhadloroh, muhadatsah, and English Day. Those activities play a pivotal role, allowing them to practice speaking in both formal and informal settings. Additionally, peer interactions and consistent exposure to English in daily routines contribute to building communicative competence and reducing language anxiety as the students’ effort in increasing their English speaking ability.
Beyond uniformity: Enhancing students’ writing performance through differentiated instructions integrated with gallery photos Siti Mafulah; Yeni Istayani; Umiati Jawas; Yulia Wahyuningsih
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.43467

Abstract

In teaching Writing, usually teachers give the same instructions to all students, that caused the students’ low motivation and generic written output. Therefore, this study aims to explore the implementation of integration between differentiated Instructions (DI) and gallery photos (GP) on students' writing performance. Mixed methods used in this study with descriptive qualitative was used to find out how the implementation of integrated DI and GP as well as the teacher’s reflection, while to find out the effect on students’ writing, experimental design was used. This study was conducted in SMPN 1 Dampit, Indonesia, with 64 students of Eighth-grade students focused on recount text. The instruments used were tests, observation, interview, and the teacher’s journal reflection. Observation was done to find out how the implementation of the integration of DI and GP, and an interview was conducted with six students from different readiness groups. Besides, to see the significant effect of DI and GP on students’ writing performance, a t-test was calculated. The findings show that the integration of DI and GP effectively improve students’ writing performance and raise students’ engagement in the writing process. These findings can be applied to diverse students in a class that needs special treatment for each student without ignoring their proficiency levels, interests, and learning styles.  It is suggested to future researchers to explore the effectiveness of this treatment to know further the effect of the integration of DI and Gallery Photo on different levels of the students.
The Effectiveness of Using Cake Application to Improve Students' Speaking Achievement Across Multiple Intelligences Ika Permata Permata Sari; Lasim Muzammil; Siti Mafulah
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i1.9445

Abstract

In the modern era of digital learning, enhancing students' English-speaking abilities remains challenging, especially when learners possess diverse cognitive abilities. Mobile-assisted language learning (MALL) applications, such as the Cake application, provide promising solutions by addressing students' diverse intelligences. This research aimed to (1) determine whether there is a significant difference in speaking achievement between students taught using the Cake application and those taught using YouTube, and (2) to determine whether multiple intelligences—specifically linguistic, visual-spatial, and interpersonal intelligences—influence students' speaking performance. A quasi-experimental methodology was used, with two randomly assigned classes: one experimental group using the Cake program and one control group utilizing YouTube. After six sessions, a posttest was administered to measure pupils' speaking abilities. The results showed significant improvements in the experimental group (p = 0.032 < 0.05). A factorial two-way ANOVA revealed a significant interaction between media consumption and multiple intelligences (p = 0.000, < 0.05). These findings suggest that incorporating digital materials linked to students' cognitive profiles can significantly enhance speaking abilities. The research emphasizes the value of individualized, intelligence-based approaches to teaching the English language.
Reflection on Action: Enhancing Preservice Teacher Teaching Performance through Video-based Reflections during Teaching Practicum Ria Widhiastuti; Teguh Sulistyo; Siti Mafulah; Romia Hari Susanti; Dwi Agus Setiawan; Komm Pechinthorn
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : CV. Institute of Multidisciplinary Research and Community Service (CV. IMRECS))

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp16-29

Abstract

The transition from preservice to professional teacher requires more than theoretical mastery, but demands reflective engagement with actual classroom practice. This paper discusses how video-based reflection in teaching practicum enhances preservice teacher professional quality. Twenty-five preservice teachers in a micro-teaching program underwent a guided intervention in the form of video-recorded lessons, guided reflection, and semi-structured interviews. Data were thematically analyzed using NVivo. The findings showed that video reflection supported three dimensions of professional growth: skills development, identity formation, and confidence building. Participants moved from surface level consciousness of anxiety, classroom management issues, and teaching shortcomings to tangible improvement plans such as media redesign, rehearsal, and language enhancement. Video recordings provided substantial evidence connecting theory and practice to promote a growth mindset and long-term professional goals. These results underscore the value of incorporating guided video reflection within teacher education curricula as a transformative approach to building reflective practices and to advancing preservice teacher journey toward professionalization. It implies that professional development takes time and deep reflection which preservice teachers have to do as their trajectories before being good teachers in the future. Ultimately, self-reflection, when supported by video-based and guided reflection, can transform performance episodes into meaningful pathways for developing teaching proficiency.
EFL Learner's Strategies to Build Self-Confidence in Speaking: A Narrative Inquiry Arifin; Siti Mafulah; Agus Sholeh
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 5 No. 2 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v5i2.127

Abstract

Building self-confidence is essential for developing effective speaking skills in English as a Foreign Language (EFL). This study explores the strategies of an EFL learner to enhance his self-confidence in speaking and examines the challenges he faces in the process. The participant was an Indonesian graduate student from Gadjah Mada University, and data were collected through semi-structured interviews to provide qualitative insights. Narrative inquiry was used to analyze the responses, while thematic analysis was applied to identify key patterns. The findings revealed that memory strategy, prepared talk, and extramural English exposure were particularly effective in building self-confidence in speaking. Of these, extramural English exposure played a significant role in boosting the participant's speaking confidence. However, challenges such as limited vocabulary, comprehension difficulties, and inconsistent language practice were noted. A major barrier was the lack of vocabulary, which undermined the participant's confidence in speaking. This study provides valuable insights for language learners aiming to improve their speaking confidence and offers implications for teachers in refining their teaching methods to support learners' needs.
TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF DIGITAL GAMIFICATION FOR VOCABULARY LEARNING: A THEMATIC ANALYSIS Yeni Istiyani; Dwi Fita Heriyawati; Siti Mafulah
Language Circle: Journal of Language and Literature Vol. 20 No. 2 (2026): Regular Edition of April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i2.38626

Abstract

This study explores teachers’ voices toward the Implementation of Digital Gamification (DG) in the context of vocabulary mastery among young English as a Foreign Language ( EFL) Learners. Employing qualitative thematic analysis, this research delves into the experiences of teachers at a junior high school in Malang, based on data from semi-structured interviews. The findings on the benefits consistently highlighted two key themes: (1) enhanced vocabulary retention as perceived by teachers through enjoyable, repetitive exposure, and (2) enhanced learner motivation and engagement caused by interactive game-based activities. However, the implementation is impeded by several prominent challenges. The teachers’ voices pointed to significant technological barriers (unstable internet, device shortages), severe time constraints related to preparing and adapting game content, and issues managing young learners’ off-task behavior or excessive competitive stress. The study concludes that while teachers acknowledge the substantial pedagogical value of DG, successful integration requires systemic support to mitigate the identified technical and practical challenges. particularly in supporting students’ vocabulary development and addressing technological barriers in learning activities, and also solving the technological barriers in learning activity.
The role of self-regulated learning in literal comprehension among adult learners in private universities in Indonesia Umi Tursini; Agus Sholeh; Nara Sari; Siti Mafulah
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): 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.v7i1.24675

Abstract

There is a lack of empirical research on the role of self-regulated learning (SRL) in literal reading comprehension among adult learners, particularly in non-Western contexts such as Indonesia. Most previous studies have examined SRL in broader educational settings, leaving a limited understanding of how self-regulation supports specific literacy skills, especially literal comprehension. This study, therefore, investigates the effect of SRL on the literal reading performance of adult learners in a private university in Indonesia and examines how different levels of SRL influence learning outcomes after instruction. This study employed a quasi-experimental design involving 48 adult learners. Participants were categorized into high-SRL and low-SRL groups using the self-regulation questionnaire (SRQ). Data were collected through pre-test and post-test assessments of literal reading comprehension. Descriptive statistics were used to examine changes in literacy scores, while inferential analyses, including paired t-tests, independent t-tests, and correlation analysis, were conducted to determine the significance of differences between the two groups and the relationship between variables. The findings revealed that the mean score increased from 68.50 in the pre-test to 76.83 in the post-test, indicating an improvement of 8.33 points after instruction. A moderate positive correlation (r = 0.655) was also identified between pre-test and post-test scores while controlling for SRL, suggesting that learners with higher SRL tended to achieve better reading performance. However, the relative influence of SRL on post-instruction performance appeared slightly reduced, indicating that instructional support may help lower-SRL learners narrow the performance gap.
PELATIHAN PEMBUATAN MEDIA LAGU “VOCABULARY SONG” PADA GURU SD SE-KECAMATAN DAU KABUPATEN MALANG Siti Mafulah; Fitri Anggraini Hariyanto
Jurnal Pemberdayaan Masyarakat Vol 2 No 1 (2017): Mei
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.788 KB) | DOI: 10.21067/jpm.v2i1.1740

Abstract

Fakta yang ada bahwa pengajaran bahasa Inggris di tingkat SD hanyalah menggunakan metode yang tradisional dengan guru sebagai sentra pengajaran dan hanya menggunakan buku teks sebagai media pembelajaran sehingga pembelajaran bahasa Inggris pada siswa SD yang seharusnya menyenangkan menjadi membosankan bahkan menjadi “beban” bagi para siswa. Tujuan kegiatan pengabdian kepada masyarakat iniadalah untuk membantu para guru SD/MI se-kecamatan Dau kabupaten Malang untuk mengetahui dan menambah wawasan tentang media pembelajaran yang dapat digunakan dalam pengajaran bahasa Inggris khususnya vocabulary bagi siswa SD/MI. Untuk mencapai tujuan tersebut, metode pelatihan dilaksanakan melalui penjelasan tentang konsep pengajaran EYL, modelling of vocabulary song serta workshop pembuatan vocabulary song berdasarkan model yang akan di berikan.Hasil yang didapatkan dari pelatihan ini adalah pemahaman tentang pentingnya lagu bagi pembelajaran bahasa Inggris bagi siswa SD yang membuat peroses pembelajaran dan pengajaran di kelas menyenangkan. Guru mampu mengadaptasi lagu-lagu berbahasa Inggris ke dalam tema yang di berikan di kelas. Terimakasih kami haturkan kepada Allah dan LPPM Universitas Kanjuruhan Malang Kata kunci : Vocabulary song, kosa kata Bahasa Inggris, EYL
Pelatihan Pengenalan Aplikasi Pembelajaran Edmodo bagi Mahasiswa Universitas Kanjuruhan Malang Siti Mafulah; Trisno Tunggal Rahayu Wilujeng
Jurnal Pemberdayaan Masyarakat Vol 3 No 1 (2018): Mei
Publisher : Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (464.996 KB) | DOI: 10.21067/jpm.v3i1.2663

Abstract

In accordance with the vision of Universitas Kanjuruhan Malang as excellent campus in 2025 and excellent in education field in 2020, it is obviously important to do some actions. One of the ways is improving education quality through e-learning. The aims of this community service are 1) giving knowledge what kinds of application which can be applied in teaching learning process, 2) training the students in making Edmodo account, 3)knowing the students responses toward the use of Edmodo in teaching learning process. Method used in this activity is training. The steps were 1) introduced application that can be alternative media in teaching learning process, 2) introduced Edmodo as media, 3)workshop in making and joining group class, 4) simulation the use of Edmodo in small class and 5) evaluation. The finding of this activity was 85% students having good sense in applying Edmodo at class and Emodo is ready to be applied in class.
Co-Authors Agus Sholeh Arifin Arta, Sarah Bagas Nirmansyah Bambang Yudi Cahyono Budianto, Suhartawan Dwi Agus Setiawan Dwi Fita Heriyawati Dwipantoro, Diknas Adi Elga Farah Andanty Eufrasia Tika Farida Nur Kumala Febrianti, Eka Setyowati Fitri Anggraini Hariyanto Haider, Sanwal haryono, sarah emmanuel Hefsi Anggi Ambarwati Herawati, Siane Holland, Tim Ika Permata Permata Sari Ilma, Firda Irene Trisisca Rusdiyanti Jurina Ibrahim Katharina Poptrisia Nona Eltris Komm Pechinthorn Kurniawati, Putri Dwi Retno Lasim Muzammil Maria Cholifah Maria Purnawati Mhirda, Maftuch Junaidy Muhammad Adi Nur Wakhid Nara Sari Ni Nyoman Ayu Shri Smertini Adhi Ningsih, Ariyanti Abi Nirmansyah, Bagas Noyan, Marselina Nunung Suryati Nurma Atalsa Sofyansah Oktavia Widiastuti Oktavia Widiastuti Panggala, Oka Bruno Asmara Putu Claudy Vernandia Ria Widhiastuti Riza Weganofa Rizky Lutviana, Rizky Saiful Saiful Sari, Hesty Puspita Sinta Fatimah Siti Mutmainnah Sri Rahayu Sribudiati, Wiwik Susanti, Romia Hari Teguh Sulistyo Teguh Sulistyo Tim Holland Trisno Tunggal Rahayu Wilujeng Umi Tursini Umi Tursini Umiati Jawas Wahyuningsih Usadiati Yazid Basthomi Yeni Istayani Yeni Istiyani Yulia Wahyuningsih Yunita Puspitasari Zacky Husain