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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 4, No 1 (2021): EDUCAFL" : 6 Documents clear
A Study On Media In Listening Comprehension At Second Year Students Of English Language Education Program Erythrina Crista Wijayanti
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.04

Abstract

Listening comprehension is one of the important aspects in mastering English. In listening, students need to comprehend what they are listening to. During the listening process, problems may hinder their understanding for arriving at succesful listening comprehension. These problems might be coped with the use of media in order to aid their listening. Thus, this study was aimed to find out students’ opinion about the media that helped them in understanding Listening Comprehension materials and their reasons in choosing the media.This study used descriptive survey. Questionnaire and interview were developed based on media types, micro and macro skills of listening and listening comprehension process theories. The questionnaire was distributed to 90 Second Year Students of English Language Education Program. The data from the questionnaire were analyzed quantitatively to find out the students’ perception, while the data from the interview were analyzed qualitatively to describe the students’ reasons in choosing the media.There were two findings in this research. First, media that helped the students in understanding Listening Comprehension materials and second, the students’ reasons in choosing the media seen from two aspects: (1) how the media helped the students to master the micro and macro skill of listening and (2) how the media helped the students to understand the listening comprehension process. The first finding showed 74.13% of students selected audio visual media that helped them in understanding Listening Comprehension, while 25.175% and 0.695% of them preferred audio and visual media respectively. The second finding showed to improve to the macro skills of listening, 61.73% of the students argued that they were helped by audio visual media, while 38.26% of them were helped by audio media. On the other hand, 53.35% of the students aired their opinion that their micro skills of listening were improved through the use of audio visual media and 46.64% of them stated that they are helped with the audio media use. Film, television, video, computer, gadget, games and song accommodated all of the eight listening comprehension processes. Therefore, the researcher suggests that the teacher should use audio media to help the students in mastering the micro skill of listening and audio visual media to assist the students in understanding the macro skill of listening. In addition, film, television, video, computer, gadget, games and song should be used to support the students in comprehending the listening comprehension process.
Inquiry-based teaching to develop efl students’ Critical thinking in reading comprehension Rahmaniah Oktaviah; Nissa Mawarda Rokhman; Andi Reza Maulana
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.05

Abstract

The technology advancement in this era of globalization promotes the innovation and transformation in English language teaching and learning especially for EFL students. The innovations in English Language teaching and learning have fostered the variations of teaching strategy and method. One of the recent strategies proposed in pedagogical context is inquiry-based teaching strategy. Since the recent issues of active learning have been discussed in some school of thoughts, it is closely related to the importance of critical thinking students should have. In order to achieve English language learning goals, which is to enhance the students’ skill, competence, and also critical thinking, the teaching and learning process has to be designed more innovatively and effectively. Nevertheless, the implementation of this strategy should be adjusted in accordance to the students’ capability in learning English in class. Therefore, teachers have to understand well the characteristics of inquiry-based teaching before implementing it in class. This paper attempts to explore the use of inquiry-based teaching in promoting students’ critical thinking, especially in reading comprehension.  This paper discusses the issues of this strategy based on theoretical frameworks and provides the example of an activity using 5E that can be applied in class. The reading activity through inquiry-based teaching can be constructed by the teacher by considering the students’ condition and environment
Engaging Blind Student in English Translation Class: A Report on Differentiated Instruction Implementation Braja Perkasa Bimantoro; Alies Poetri Lintangsari; Destina Wulandari
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.03

Abstract

English Language Teaching practices in Indonesia have challenged the diversity including cultural background, values, customs, beliefs as well as the disability. As Indonesia ratified CRPD (Convention on the Rights of People with Disabilities) and passed the Education ministry number 46 of 2017 about special support for students with special needs, the inclusion of students with disability in higher education is increasing. Implementing differentiated instruction for Inclusive education in English language teaching practices is one of the strategies to fulfill and accommodate students with special needs. This research aims at reporting the implementation of differentiated instruction to increase the engagement of students with visual disabilities in learning English in mainstream class. The participant is a totally blind student who attended English translation class. Employing the qualitative research design, this research documented the differentiated instruction implementation by observation and interview. Implication and recommendation are postulated as resourceful insight to encourage inclusive ELT practices. English Language Teaching practices in Indonesia have challenged the diversity including cultural background, values, customs, beliefs as well as the disability. As Indonesia ratified CRPD (Convention on the Rights of People with Disabilities) and passed the Education ministry number 46 of 2017 about special support for students with special needs, the inclusion of students with disability in higher education is increasing. Implementing differentiated instruction for Inclusive education in English language teaching practices is one of the strategies to fulfill and accommodate students with special needs. This research aims at reporting the implementation of differentiated instruction to increase the engagement of students with visual disabilities in learning English in mainstream class. The participant is a totally blind student who attended English translation class. Employing the qualitative research design, this research documented the differentiated instruction implementation by observation and interview. Implication and recommendation are postulated as resourceful insight to encourage inclusive ELT practices. 
Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners Nindya Agustina Savitri; Firdaus Andrianto
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.06

Abstract

English learners should aware of English sounds, more specifically English phoneme, to comprehending the English language accurately. In order to completing the goal this research aimed to find out students’ preferences and attitude of English Education Program in Universitas Brawijaya. This was a descriptive quantitative research by using a survey design. The participants of this study were 103 (a hundred and three) students of batch 2015 to 2017 in English Language Education Program. The researcher used adopted questionnaire which consist of 8 items preferred themes and 19 statements of attitude in phonetic as the instrument by Lintunen and Makilahde (2013). This research was analyzed using SPSS program. The result of this study revealed student’s preference and attitudes toward phonetics learning. The most preferred topic chosen by the participants are the vowel systems (28.20%), speech rhythm and accent difference (27.20%), and intonation analysis (26.20%). The students performed a positive attitude toward English phonetic learning that can improve their skill in English especially in their pronunciation (98.1%). It is concluded that the students thought English Phonetics is important to increase their knowledge and their skill in learning English. The researcher suggested for future researcher, they can conduct the research by considering the correlation between pronunciation in English phonetics and speaking skill in English language
Improving Students’ Writing Participation and Achievement in an Edpuzzle-Assisted Flipped Classroom Luki Emiliya Hidayat; Muhammad Dzulfiqar Praseno
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.01

Abstract

Writing is often considered as a dull but challenging skill to be learned. Hence, a learning innovation aside the conventional methods is needed to improve students’ participation and achievement. Flipped Classroom, a reverse teaching strategy was selected to overcome this problem because it involves the use of technology as a learning media that fits the characteristics of millennial students. This strategy was combined with Edpuzzle, a learning media which provides content from renowned education channels that can be customized and used freely by teachers. The combination of Flipped Classroom strategy and Edpuzzle has proven to be successful in improving students’ participation in learning activities (30.5%) as well as their achievement in writing (17%). Therefore, teachers are suggested to implement and adapt this practice in their class while considering the competence to be mastered, as well as students’ needs and characteristics.
DEVELOPING AND VALIDATING EFL READING TEST Anugrah Novendi Perkasa
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.02

Abstract

EFL students need to learn about reading comprehension because, it is one of the essential abilities in learning English. To measure the students reading comprehension, a reading test is needed. Nevertheless, many students find difficulties in working the reading test. It happens because the reading tests which are given by teachers who do not analyze item difficulty, discrimination, distractor, and reliability. Those analyses are needed to prove that the reading test has met criteria of good tests. Criteria of good tests are needed in making the reading test because the reading test is used for measuring the achievement of EFL students. This study purposes at developing the reading test based on Indonesia National Curriculum basic competence, learning indicators, English lessons, and it examines to meet the criteria of good test. The researcher adapted Borg and Gall's (1983) theory in developing the reading test.

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