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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. 8 No. 1 (2025): EDUCAFL" : 6 Documents clear
Exploring The Implementation of Inclusive Education in English Classroom: A Case Study Wahyu Narendhra, Bima; Rahima, Aida; Maulana, Bintang Putra Karna; Suhada, Suhada; Setyowati, Lestari
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.03

Abstract

This study explores the implementation of inclusive education in English classrooms at a public senior high school in Malang, with a focus on the English teacher's instructional methods, teaching experiences, and SEN students challenges encountered in an inclusive setting. A case study design was employed, involving two SEN students and one English teacher. Data were collected through classroom observations and semi-structured interviews. The findings highlight several key points. First, the teacher taught English in three phases; pre, whilst, and post activity, occasionally provided additional support to an ADHD student when they faced difficulties. Second, no specific treatment was given for SEN students, as the teacher treated them similarly to their mainstream peers during instruction. Third, SEN students experienced various challenges, including difficulty following instructions, struggling with social interactions, issues in completing classroom assignments—either finishing too quickly but inaccurately, or having trouble in completing tasks—restlessness (such as fidgeting), and inconsistencies between oral and written performance. Overcoming these challenges require targeted interventions, including using simplified instructions, providing social skills training for SEN students, incorporating fidget tools, breaking tasks into manageable steps, and utilizing manageable oral and written assessments for SEN students.
Recuperating Errors in Using Gerunds and Infinitives by Applying Duolingo Gamification Aurorra, Gryzel; Usadiati, Wahyuningsih; Widiastuti, Oktavia
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.04

Abstract

The specific aim of this research is to recuperate Grammar Mastery (GM) in high school students who have difficulty distinguishing between gerunds and infinitives. Conventional learning methods often fail to teach effectively to students, necessitating the exploration of alternative learning approaches. This research examines the impact of Duolingo Gamification (DG) on students’ GM of gerunds and infinitives compared to conventional learning methods. A quasi-experimental research design was used, involving 42 students of Senior High School in Malang who were divided into an experimental group receiving the treatment using Duolingo and a control group having conventional learning based on textbook. Data were collected through pre-test and post-test to evaluate the enhancement of student’s grammar mastery. Statistical analysis including the Mann-Whitney U test revealed significant differences between the two groups of U = 40.500, p = 0.000. The experimental group obtained a higher mean post-test score (M = 81.66) than that of the control group (M = 45.71). The final results show that DG effectively recuperates GM of gerund and infinitives. Additionally, students show increased engagement and motivation when using Duolingo due to its interactive elements and direct feedback mechanisms.
Investigating Students’ Difficulties in Reading Academic Text at a Private University in Indonesia Sumedi, Siti Hanna; Putri, Sonia Archelia
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.01

Abstract

This study investigated students' difficulties in reading academic texts at a private university in Indonesia. This study aims to investigate students' difficulties in reading academic texts along with its causes, constructive solutions, and effectual recommendation. This study applied qualitative research method specifically case study design. Data were obtained from observation and interview. The data were analyzed using thematic analysis. The participants of this study were fourth-semester students of the English Education Study Program. This study revealed students' difficulties in reading academic text at a private university in Indonesia were: limited vocabulary; unfamiliarity of academic words, readability problem; complexity of academic text structure, lack of reading fluency; difficulty of understanding function word, and inadequate use of reading strategies; insufficient use of skimming and scanning. It was further investigated the students' difficulties in reading academic texts were significantly caused by limited vocabulary knowledge, specifically limited academic vocabulary mastery. The findings derived from this study underscore the critical need to address students' difficulties in academic reading. This study emphasized the importance of equipping students with academic vocabularies lesson or assistance and implementation of metacognitive-based reading strategies to overcome students’ difficulties in reading academic text for better and successful academic reading skill and achievement.
A Study on the Contribution of Language Day Programs to Vocabulary Mastery in a Dormitory Setting Lusi, Lusiana; Nunun Indrasari; Istiqomah Nur Rahmawati
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.05

Abstract

The problem identified in this study is that the majority of students expressed difficulty in using vocabulary appropriately, especially in distinguishing nuances of meaning between vocabulary that have the same meaning. The purpose of this study is to analyze the impact of the Language Day Program on students' vocabulary mastery in Islamic universities in Lampung by examining internal and external factors and knowing students' attitudes towards the program based on the ABC Model (Affective, Behavioral, Cognitive). The method used is descriptive qualitative with a case study approach. The data collection used was observation, interview, and documentation and used purposive sampling. The results show the positive impact of the program; internal factors such as increased learning motivation, active participation, self-confidence, and vocabulary mastery encourage students to express ideas more freely. External factors such as the teacher's role as a facilitator help students use vocabulary appropriately, contextually, and naturally. Effectively, students showed a positive emotional response to the program. Behaviorally, students actively used the new vocabulary, although the consistency varied. Cognitively, students felt the program improved their understanding of vocabulary and language context, although they still had difficulty in distinguishing similar vocabulary. The program needs to optimally apply the principles of CLT, namely exposure to the use of native speakers' mother tongue and the importance of games in learning, to maximize the improvement of vocabulary mastery. Further research is also needed to explore other factors besides vocabulary and develop more effective teaching strategies.
Students' Experiences with English Movies for Vocabulary Development and Motivation Based on Learning Style Pratama, Yoga; Rizky Pratiwi, Widya; Saehu, Andang
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.02

Abstract

Vocabulary is fundamental to English language proficiency, yet teaching it remains challenging due to limited instructional time and the complexity of word associations. While various methods have been employed to support vocabulary learning, few studies have explored the impact of English movies on vocabulary mastery and student motivation in relation to learning styles. This study addresses that gap by examining how English movies support vocabulary acquisition and motivation among students with diverse learning preferences at Junior High School 3 Terusan Nunyai. Using a qualitative case study design, data were collected through interviews, observations, and documentation, with purposive sampling involving school leaders, teachers, and selected students. A learning style inventory identified visual learners as the majority. The findings indicate that English movies enhance vocabulary retention and motivation, especially for visual and auditory learners, and can also engage kinesthetic learners when combined with interactive classroom activities. The use of movies provides authentic, contextual, and multisensory experiences that enrich learning and increase student engagement. The study concludes that integrating English movies into English instruction is an effective strategy to improve vocabulary mastery and student motivation, offering valuable insights for teachers and contributing to more inclusive and engaging learning environments.
Extensive Listening in Controlled Classroom Practice: Exploring its Benefits for EFL Learners Nurhayati, Ganinda; Rini, Lindawati
EDUCAFL: Journal on Education of English as Foreign Language Vol. 8 No. 1 (2025): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2025.008.01.06

Abstract

This study investigates the implementation and perceived benefits of extensive listening as a controlled classroom activity in an English as a Foreign Language (EFL) context. While extensive listening is often promoted as an autonomous learning activity that enhances listening fluency and motivation, its integration into formal classroom settings remains limited and underexplored. Using a qualitative case study approach, this research was conducted over six weeks with one EFL lecturer and 25 intermediate-level university students. Data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans and student reflection logs, and analysed thematically. Findings indicate that when extensive listening is delivered in a structured format it fosters high levels of learner engagement, increases listening comprehension, and boosts student confidence. Students appreciated the combination of teacher guidance and personal autonomy, as it allowed them to engage meaningfully with relevant and emotionally resonant content while receiving consistent feedback. The study highlights the value of balancing structure and freedom in classroom-based listening pedagogy and offers a practical model for integrating extensive listening into EFL instruction. These results contribute to the growing literature on listening pedagogy by addressing how controlled extensive listening can be feasible and impactful in formal education contexts.

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