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All Journal Indonesian Journal of Disability Studies EDUCAFL : E-Journal of Education of English as a Foreign Language IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journey: Journal of English Language and Pedagogy
iswahyuni iswahyuni
Universitas Brawijaya
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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COMPUTER SCIENCE STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING iswahyuni iswahyuni
EDUCAFL : Journal of Education of English as Foreign Language Vol 1, No 2 (2018): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (14.387 KB) | DOI: 10.21776/ub.Educafl.2018.001.02.05

Abstract

This study is intended to know the attitudes of Computer Science students in Universitas Brawijaya towards English Language Learning in term of cognitive, affective, and conative aspects. It is a quantitative study and survey was used to collect the data. There were 100 students out of 954 students of Computer Science students of Universitas Brawijaya who became the sample of the study. The instrument used was Gardner’s Attitude and Motivational Test Battery (AMTB) questionnaire consisting of 46 items with four Likert Scale. The findings show that the samples gave positive attitude toward English learning in terms of all aspect. It means that all of them really interested in their English class.   
English Spelling Errors Committed by the Blind Nimatul Lailiyah; Iswahyuni Iswahyuni; Alies Poetri Lintangsari
Indonesian Journal of Disability Studies Vol. 7 No. 1 (2020)
Publisher : The Center for Disability Studies and Services Brawijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (41.694 KB) | DOI: 10.21776/ub.ijds.2019.007.01.7

Abstract

Despite the outgrowing trend on assistive technology assisting blind student to be fully participate in education, the challenges remain in the area of English language learning. The inconsistency of the sound-spelling relationship in English apparently triggers the spelling problems for the Blind student since he tends to encode syllables by as it sounded. This study aims to identify, classify and analyze the spelling errors committed by the blind students in learning English using the classification of NEFR (National Foundation for Educational Research) that comprises the aspects of omissions, substitutions, insertions, transpositions and grapheme substitution. Employing case study design, this research elaborate the spelling error committed by 1 blind EFL learner enrolling an Academic Writing course in English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. The findings expose that the blind students tend to frequently do spelling error in the aspect of grapheme substitution followed by omissions, substitutions, and insertion. Some contributive factors that presumably affecting the errors are (1) lack exposure to the formation of the words, (2) inherent of language (silent letter, homophone and borrowing words), (3) different characteristics of L1 and L2, and (4) student's preferences on reading (use screen reader more than braille text). Thus, the exposure toward phonetics symbol and the sound-letter relationship in English should be more disseminated so the blind student is capable of having a correct spelling.
Investigating Students’ Perception Using Audio-Visual Material in Listening Class Rahma Fitria; Iswahyuni Iswahyuni; Widya Caterine Perdhani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3052

Abstract

Listening comprehension is one of the most difficult English language skills for learners. Since listening is an important part of communication, as foreign learners we should acquire listening skills. However, learning listening is lack motivation and most students find difficulties in learning listening. To support learners in learning listening is needed an appropriate medium that facilitates learners in improving their listening comprehension skills. This study aimed to investigate students' perceptions using audio-visual material as a media in listening class. A survey study using a quantitative approach was designed to collect the data. The researcher used a survey questionnaire with 20 Likert Scale questions and distributed them through Google Forms. The sample of this study is 9th-grade students from SMP Shalahuddin in total 109 students from classes A, B, C, and D. After collected the data, the researcher analyzes the data using SPSS. The result shows that students had positive experiences in using audio-visual material in listening class. Most of the students agree that audio visual is interesting, motivating, and entertaining them. Audio-visual also can help students to improve their listening comprehension. However, they find difficulties when the speaker speaks too fast, the speaker explains unfamiliar material or uses unfamiliar accents, and pronunciation.  
The Use of Board Games for EFL Learning: Teacher’s Perspective Magfirotul Lailia; Pratnyawati Nuridi Suwarso; Iswahyuni Iswahyuni
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.841

Abstract

Nowadays, digital-based media-integrated is needed in the learning context. This study aims to find out the teacher's perspective on the use of board games as a for EFL learning. This research used a descriptive qualitative approach with an in-depth interview instrument. The participant was one English teacher in a private Junior High School in Malang Regency. The data was displayed descriptively. With the advent of digital technology, the result showed that board game still have various benefits. By using board games, teacher motivate students and make the learning process understandable. Board games are also an effective teaching media for improving motivation in learning English. Board games increase student participation, motivation, and enjoyment, making learning more efficient and fun. It is showed that board games improve students' scores in English class. The board game showed that students were more active during English learning. It is concluded that board games improve students' ability to learn English. Thus, it is recommended that board games be used as a learning media for EFL learning.
Teacher’s Strategies in Teaching Vocabulary at Vocational High School Farhana Nur Shobihah; Pratnyawati Nuridi Suwarso; Iswahyuni Iswahyuni
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1597

Abstract

Vocabulary is an important component when learning English because without studying vocabulary, it will be difficult to understand the language. Therefore, effective teaching is necessary for students to comprehend the vocabulary being taught. Teaching strategies can help teachers in teaching vocabulary. This research aimed to identify the strategies used by an English teacher in teaching vocabulary to students at a Vocational High School. A qualitative approach was employed, using semi-structured interviews to collect data from one English teacher at Vocational High School. The results showed that teacher used texts to present the word. Students used printed or online dictionaries to translate the vocabulary found in the texts. The teacher reported no difficulties in applying this strategy. The assessment was conducted by asking questions related to the vocabulary in the texts, and feedback was given after the assessment. The teacher also developed and evaluated the strategies to adapt to the students’ classroom conditions. However, the respondent noted that several students were distracted by the media used during the learning activities. It is suggested that future researchers explore additional vocabulary teaching strategies and offer recommendations for optimizing media use to enhance learning outcomes.
Co-Authors Alies Poetri Lintangsari Farhana Nur Shobihah Magfirotul Lailia Nimatul Lailiyah Pratnyawati Nuridi Suwarso Rahma Fitria Widya Caterine Perdhani