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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
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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Pelatihan Pembelajaran Berdiferensiasi Menggunakan Strategi Know_Want to Know_Learned Bagi Guru Sekolah Menengah Atas Arrohmah Malang Siti Mafulah; Umi Tursini; Eufrasia Tika
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.
Assessing Speaking Skills in English Matriculation Classes: Challenges and Strategies Nurma Atalsa Sofyansah; Siti Mafulah; Agus Sholeh; Maria Cholifah; Siti Mutmainnah
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3294

Abstract

This research revealed two main issues regarding speaking assessment, that is students’ low speaking confidence and low vocabulary mastery. These two issues hampered students in delivering their ideas fluently and do not speak well in the speaking assessment. To solve the problems, the researcher employed some strategies. This study aimed at describing the problems of the learners and the approaches used by the teacher in carrying out speaking tests in a matriculation class of MAN 1 Blitar. Qualitative descriptive approach with 34 students as subject, the data was collected by conducting class observation, conducting interview with English teacher and some students, and analysing students’ speaking performance tasks. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. This research reveals the students’ problems in speaking assessment and the teacher’s strategy in conducting speaking assessments in matriculation class. The teacher’s scaffolding strategy helps students in delivering ideas fluently and speaking well. The result demonstrates the importance of considering both effective and linguistic factors in conducting speaking assessment. The result might be used as the reference for English teacher to conduct better speaking assessment.
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 : 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.
ENGLISH IN THE EARLY YEARS: EXPLORING THE IMPLEMENTATION OF ENGLISH AS A MEDIUM OF INSTRUCTION (EMI) IN A PRIVATE SCHOOL IN DENPASAR Putu Claudy Vernandia; Siti Mafulah; Lasim Muzammil; Muhammad Adi Nur Wakhid; Bagas Nirmansyah; Zacky Husain
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 2 (2026): Emerging Trends and Innovations in English Language Teaching: Insights from Lin
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v6i2.8

Abstract

English as a Medium of Instruction (EMI) in Indonesia has reached the primary level of education, where students face challenges in mastering academic content using a language they do not fully comprehend. This study employs a descriptive qualitative method to analyse the  implementation of EMI in one of primary schools in Denpasar, Bali. Besides, this study also explores teachers’ perceptions regarding its effectiveness in the process of learning and teaching. The data of this study were obtained from semi-structured interviews with eight selected teachers which were met the criteria as participants. Non-participant observation classroom and document analysis of existing international-based curricula like Cambridge textbooks were considered as supporting data. The results show that a flexible bilingual approach (translanguaging) strategy conducted by the teachers, where Bahasa Indonesia is used as a scaffolding tool to ensure students’ comprehension of complex ideas is more effective, rather than following a rule to only use English during the learning activities. Teachers are able to overcome the gap in language barriers by using multimodal strategies, creatively adapting international materials to fit the students’ level of proficiency, and using visual aids and digital media. Moreover, teachers who have high positive perceptions toward EMI, knowing it as a tool that is beneficial for both the acquisition of language and the mastery of subjects, despite admitting the constant cognitive difficulties for students.
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