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EDUCAFL : E-Journal of Education of English as a Foreign Language
Published by Universitas Brawijaya
ISSN : -     EISSN : 25407775     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
EDUCAFL :Journal of Education of English as a Foreign Language. EDUCAFL is a refereed publication which aims at providing online access to all those involved in the research, teaching and learning of English as a Foreign Language. For more information such as article submission and other information, don't hesitate to contact our editorial office.
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Articles 6 Documents
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Search results for , issue "Vol 3, No 2 (2020): EDUCAFL" : 6 Documents clear
IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TENTH GRADE STUDENTS AT SMAN 8 MALANG Evi Maria K.; Prambudi Nur Adhitama
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 2 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.02.05

Abstract

This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting
Vocational High School’s Students Motivation and Anxiety in Learning English at EFL Context Alfila Maylani
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 2 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.02.06

Abstract

English is difficult to study by foreign language students especially Vocational High School’s students because English has its own language structure which is different with Bahasa Indonesia’s language structure which is more complicated. As a result, students are not interested in learning English and they have anxieties in learning English. For example, feeling afraid of negative feedbacks of their participation in English class, feeling anxiety towards the, communication during English class, feeling terrified towards assessment in English class [1]. However, not at all students only have anxieties, some students also have motivation to learn English. There are two kinds of motivation, which are intrinsic and extrinsic. In this research, the writer uses descriptive qualitative method. The subject of this study was the first-grade students of SMK Negeri 4 Malang which consist of 35 students from X DG E class. The writer used two instruments which were questionnaire and interview for 4 selected students. The result of the questionnaire showed that the students intrinsic and extrinsic motivation was “high” with variable mean was 2.910. It was supported the result of interview; they intrinsically feel happy to learn English and they extrinsically learn English to pass the exam. Meanwhile, the finding of this research showed that the students’ anxiety was “low” with the variable mean was 2.427. It was supported the result of interview, that they do not feel anxious towards English class. Therefore, it suggests the students to maintain their motivation and eliminate anxiety in order to improve the students’ achievement in learning English.
Developing G-Smartive (Getting Smart in Narrative) Multimedia as an Aid to Learn Reading of Narrative Text for Tenth Graders of Vocational High School Putri Ika Ayundha Ningtyas
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 2 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.02.02

Abstract

This study aims to develop the appropriate learning multimedia named G-Smartive (Getting Smart in Narrative) that provides the interesting components, learning materials, and applies game-based learning. It uses as aid to learn reading especially narrative text for tenth graders of Vocational High School. The method of this study was developmental research model purposed by Borg & Gall (2003). The steps were need analysis, product development, expert validation, first revision, product try-out, final revision, and final product. The participant of this study was X KJB students in SMK PGRI 3 Malang. The instruments used were need analysis questionnaire, validation sheet, and questionnaire for product try-out. The data was analysed quantitatively. Regarding the result of need analysis and document analysis, G-Smartive presented three main materials which were reading comprehension, language feature, and vocabulary category. The result of validation showed that G-Smartive was suitable and appropriate to use for tenth grade students, but it needed some revisions. The research finding showed that all the aspects were in good category. The product also got the positive response from the students. G-Smartive gave contributions in supporting language learning, increasing the students’ language proficiency, and making the process of acquisition easier, and more interesting.
Improving Student’s Speaking Skill Using Role Play Method at SMA Negeri 3 Malang SYAIFURRAHMAN SYAIFURRAHMAN; Nissa Mawarda Rokhman
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 2 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.02.03

Abstract

Students need to master the speaking skill because it is one of the four language skills. There are so many factors influence the speaking skill of the students. Some factors come from the teacher and some others come from the student itself. Many teachers find the difficulties how to attract student speak English naturally. Besides, almost of students in Senior High School are shy and afraid to speak. We try to offer the role play technique in teaching speaking. By using role play technique, we hope students can join the activity learning well. Role play can result in repetition of speaking activity by providing a change. In short, role play covers a wide range of possibilities because in this technique students have to enter into many different situations. Moreover, it can help students to achieve maximum communication.
EXPLORING THE ROLE OF UNIVERSITY STUDENTS’ ONLINE SELF-REGULATED LEARNING ACROSS DIFFERENT EPISTEMIC BELIEFS LEVELS stephani wulandari tasik
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 2 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.02.01

Abstract

Self-regulated learning is one of the keys of success in acquiring knowledge. Epistemic beliefs also play an important role on the self-regulated learning process. It affects students’ achievements depend on each belief of knowledge and knowing. However, less attention given to the constructs on online learning environment. The main purpose of this research was to know the extent of EFL students’ Online Self-regulated English Learning (OSEL) across the different level of Epistemic Beliefs. A total of 100 EFL students from Universitas Brawijaya were chosen randomly as the samples for this study. This survey study was adopting two questionnaires from Emaliana (2017) and Zheng et al. (2016) to gather the data. The result reports that there were from 81 students who have sophisticated epistemic beliefs, 54 students are having Advanced OSEL. It indicated that the extent of EFL students’ OSEL across different epistemic beliefs levels are great. Unexpectedly, it was found that there are students who have Basic OSEL with sophisticated epistemic beliefs and vice versa. Accordingly, it is recommended for further researcher to investigate this unique case. By using a qualitative design, it might enable further researchers to get profound result.
IMPROVING STUDENTS’ READING COMPREHENSION USING VIP (VOCABULARY INVESTOR PACKAGE) MEDIA AT SMKN 1 BATU Indah Dwi Wahyuni; Erythrina Crista Wijayanti
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 2 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.02.04

Abstract

One of main concerns of the most English as Foreign Language (EFL) teachers is how to assist the students to develop English language proficiency. In this regard, reading is considered as a crucial part of the EFL learning process. The major goal of teaching reading is students are able to recognize the words and convey the meaning of them. Vocabulary seems to gain far more attention as the students had difficulties of interpreting the words that interferes their reading comprehension. Given such limitation of the students’ competence, their motivation may become low. Having seen this phenomenon, the teacher should maximize opportunities for students to improve their reading comprehension as well as their motivation.  To this end, this research investigates the implementation of VIP (Vocabulary Investor Package) Media to enhance students’ reading comprehension. The research conducted Classroom Action Research  (CAR) by employing 2 cycles to 28 students of twelve grade at SMKN 1 Batu. Accordingly, the procedures included planning, implementing, observing, and reflecting. The results show that (1) the highest score in cycle 2 was higher than the highest score in cycle 1; (2) the lowest score in cycle1 increased compared to cycle 1; (3) the average score was better than in cycle 1; (4) the percentage of students who achieved the minimum criterion (KKM) in cycle 2 was improved rather than in cycle 1; and (5) the percentage of students who did not reached KKM was decreased compared to cycle 1. Therefore, the use of VIP (Vocabulary Investor Package) Media successfully improves students’ reading comprehension. For the effective implementation, this suggests that applying VIP media to the other skills is highly required  One of main concerns of the most English as Foreign Language (EFL) teachers is how to assist the students to develop English language proficiency. In this regard, reading is considered as a crucial part of the EFL learning process. The major goal of teaching reading is students are able to recognize the words and convey the meaning of them. Vocabulary seems to gain far more attention as the students had difficulties of interpreting the words that interferes their reading comprehension. Given such limitation of the students’ competence, their motivation may become low. Having seen this phenomenon, the teacher should maximize opportunities for students to improve their reading comprehension as well as their motivation.  To this end, this research investigates the implementation of VIP (Vocabulary Investor Package) Media to enhance students’ reading comprehension. The research conducted Classroom Action Research  (CAR) by employing 2 cycles to 28 students of twelve grade at SMKN 1 Batu. Accordingly, the procedures included planning, implementing, observing, and reflecting. The results show that (1) the highest score in cycle 2 was higher than the highest score in cycle 1; (2) the lowest score in cycle1 increased compared to cycle 1; (3) the average score was better than in cycle 1; (4) the percentage of students who achieved the minimum criterion (KKM) in cycle 2 was improved rather than in cycle 1; and (5) the percentage of students who did not reached KKM was decreased compared to cycle 1. Therefore, the use of VIP (Vocabulary Investor Package) Media successfully improves students’ reading comprehension. For the effective implementation, this suggests that applying VIP media to the other skills is highly required.     

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