EDUCAFL : E-Journal of Education of English as a Foreign Language
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.
Articles
113 Documents
<![CDATA[Teaching English on TikTok: Content Analysis Based on Cognitive Theory of Multimedia Learning ]]>
<![CDATA[Wijaya, Irene Puspita]]>;
<![CDATA[Yulianto, Wawan Eko]]>;
<![CDATA[Ginting, Daniel]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 6 No. 2 (2023): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2023.006.02.06
<![CDATA[TikTok has been used as a learning tool and effectively improved students’ knowledge and skills, particularly in language learning. However, the educational content on TikTok may not be compatible with the Cognitive Theory of Multimedia Learning (CTML) principles that could reduce cognitive loads in multimedia learning. This research investigated the use of CTML principles, as well as the use of its features on the videos from one of the popular English Teaching channels on TikTok, @englishvit in order to contribute to educational knowledge about teaching practices with social media technologies. The researchers analyzed 40 out of 175 videos from @englishvit using content analysis through decontextualization, recontextualization, categorization and compilation. This study found that @englishvit’s TikTok videos are compatible with at least three principles of CTML, and some TikTok features could increase the compatibility or violate the CTML principles. These results recommended that teachers in digital education should improve the quality of the learning experience for students by applying principles of CTML and utilizing technology.]]>
<![CDATA[Using Google Docs as A Collaborative Writing Medium For Empowering Senior High School Students' Writing Skills ]]>
<![CDATA[Putri, Dinda Purna]]>;
<![CDATA[Trisusana, Anis]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 5 No. 2 (2022): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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<![CDATA[This study investigates the effect of using Google Docs online learning media in conjunction with collaborative writing strategies on high school students' writing skills. The study took place at Surabaya's high schools, with 16 tenth-grade students participating. The research is a pre-experimental design with a one-group pretest and posttest design. The study's design involved only one class in the treatment of Google Docs media in collaborative writing. The first research question focused on implementing Google Docs and collaborative writing activities in the learning process conducted by a teacher and students. The findings were determined from observational sheets. Further research findings for the second research question, which were derived from students’ pre-test and post-test scores, were examined using t-tests and presented quantitatively. Additionally, questionnaires were used to determine students' perceptions of the use of Google Docs as a collaborative medium in their writing studies. According to research findings, students' scores improved significantly following treatment compared to their pre-treatment scores. Cohen's d was used to determine the magnitude of the effects created by this study, and it was discovered that the effects were quite significant. The results for the second research question indicated that the learning process was done successfully. Students' attitudes towards the treatment also showed that most groups performed well during the activity. Furthermore, the third research question results indicated that the combination of Google Docs and collaborative writing methods elicited favorable responses from students. Thus, collaborative writing strategies utilizing Google Docs as a medium can assist Senior High School students in writing more effectively.]]>
<![CDATA[The Importance of Understanding Students’ Characteristics in The Learning Process of Kurikulum Merdeka ]]>
<![CDATA[Khomsah, Fitriani]]>;
<![CDATA[WL, Maria Yosephin]]>;
<![CDATA[Shopia B, Theresia Cicik]]>;
<![CDATA[Widyastuti, Ely Wahyu]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 6 No. 2 (2023): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2023.006.02.01
<![CDATA[This research explained the importance of understanding students’ characteristics in the learning process of Kurikulum Merdeka. This research is descriptive qualitative research that involves class XI Clothing 3 as the subject of the research. The instrument of this research used questionnaires distributed to students who were taught during PPL 1 at SMK N 6 Semarang. The result of this research is that understanding the characters of students greatly determines the learning outcomes to be achieved, activities that need to be carried out, and appropriate assessments for students. In relation to the implementation of the learning process in the Kurikulum Merdeka, teachers have the freedom to choose, modify, or compile their own teaching modules that have been provided by the government to adapt the teaching modules to the characteristics of students.]]>
<![CDATA[ELT Students’ Perception on their Reading Comprehension Skills Based on Barrett’s Taxonomy ]]>
<![CDATA[Hariyana, Salsabila Zahrah]]>;
<![CDATA[Setyowati, Lestari]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.01.05
<![CDATA[This study investigated ELT students in one of the universities in Indonesia’s perspective on their reading comprehension skills according to the aspects on Barrett’s Taxonomy. There are five aspects such as literal comprehension, reorganization, inferential comprehension, evaluation, and appreciation. This study also investigated what reading comprehension they need to study the most. The participant of this study is 36 students from ELE 2021 cohort. Their perception is based on their extensive reading activity using the stories in XReading website. The quantitative survey design is employed in this study and the researcher distributed a questionnaire as an instrument for this study. The researcher calculated the frequency of distributions and percentages, then described and summarized the result of the data analysis in the form of narratives. The study shows that the participants of this study had positive responses towards the use of the stories in XReading website for practicing their reading comprehension skills. Based on the responses given by the respondents, most of them agreed that XReading helps them to practice those five reading comprehension aspects based on Barrett’s Taxonomy. This study shows that XReading website is recommended for the educators who want their students to practice reading comprehension aspects and for the students who want to practice the reading comprehension aspects independently.]]>
<![CDATA[Digital Audio Applications on Students’ Abilities in EFL: A Systematic Literature Review ]]>
<![CDATA[Silvia, Sifa]]>;
<![CDATA[Santosa, Made Hery]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 6 No. 2 (2023): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2023.006.02.02
<![CDATA[This systematic review aims to analyze and summarize previous studies on the use of digital audio applications like Spotify or JOOX to improve the abilities of Indonesian EFL learners who face difficulties in learning English due to differences in structure, pronunciation, and vocabulary. This study utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol to obtain the results. A comprehensive search was conducted on Google Scholar and Open Knowledge Maps, reviewing a total of ten journal articles published between 2019 and 2023. The selection process followed a systematic approach, adhering to specific inclusion and exclusion criteria. The result found the use of digital audio applications shows a positive impact on students’ abilities. The findings assert that digital audio applications improve students’ abilities with features, English songs, and podcasts. The previous studies agree that digital audio application gives students easier ways to learn pronunciation and vocabulary with features, like lyrics, curated playlists, and English songs. The practical implication of this study is that teachers are advised to use digital audio applications to support students’ abilities with clear objective and careful considerations in using digital audio applications as teaching media.]]>
<![CDATA[Improving Students’ Critical Thinking by Employing Toulmin Pattern of Argumentation ]]>
<![CDATA[Supriyadi, Agus]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 6 No. 2 (2023): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2023.006.02.03
<![CDATA[Writing argumentative essays poses an enormous challenge for students. It requires them to have good critical thinking skills to provide facts and reasoning for their argumentative essay. Thus, this study aims to investigate the use of the Toulmin Model of Argument to improve students’ critical thinking as reflected in their argumentative essays. This study was conducted in SMA Negeri 2 Batu. The quasi-experiment research design was employed in which pre and post-tests were given to control and experiment groups to measure their critical thinking skills as well as their writing achievement. The populations are eleventh-grade students of SMA Negeri 2 Batu consisting of ten classes. The cooperative learning technique is used for teaching argumentative essays for both control and experiment groups. However, the Toulmin Pattern of Argumentations is introduced only for the experiment group. Data on students’ critical thinking skills and writing achievement are obtained from students’ essays. The findings show that the Toulmin Pattern of Argumentation can improve students’ critical thinking skills and writing achievement. It is proven by higher scores of critical thinking skills and writing achievement of the experiment group than those of the control group.]]>
<![CDATA[Fostering EFL Learners’ Critical Thinking Skills in Reading Classes through the Use of Graphic Organizers ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.01.02
<![CDATA[To make the best use of the utmost reading learning outcomes, second language educationalists are highly supervised to collate the mutual interplay between their traditionally-implemented reading approaches with learner-oriented methods. One of the probable student-centered reading learning strategies rewarding to be applied in these modern EFL reading enterprises is graphic organizers. Previous researchers held a strong contention that graphic organizers strategy could supportively assist EFL learners in infusing the significant development of critical thinking skills as they were freely permitted to enact their creative, representative, and engaging graphic displays that are relatable to their presently-situated reading texts. This present small-scale library study was commenced to profoundly investigate how graphic organizers strategy can promote significant critical thinking skills growth among second language learners in reading classes. To actualize this study objective, the researcher thematically subdivided the similarly-shared research results derived from 20 previous graphic organizer investigations into some main particular themes to yield more comprehensible and credible research outcomes. The thematically-analyzed research results unraveled that the graphic organizers strategy helped EFL learners to transform into highly-achieving and motivated readers; two essential components ingraining the maximization of critical thinking skills growth within language learners’ reading learning journeys. ]]>
<![CDATA[Investigating EFL Graduate Students’ Academic Writing Apprehension and Their Volition as Control Strategies ]]>
<![CDATA[Averina, Elleny]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.01.01
<![CDATA[Even though studies on academic writing apprehension at graduate and post-graduate levels have been conducted, few of them examined the strategies used by the students to down-regulate their academic writing apprehension by involving volitional strategies. Thus, to fill the gap in the literature, this study aimed to investigate graduate students’ academic apprehension level and their volitional strategies. This study employed a mixed-method design by utilizing a close-ended questionnaire and semi-structured interview as the techniques to collect the data. The participants of the study were thirty graduate students of one of the private universities in Yogyakarta, Indonesia. Results showed that, firstly, the participants had a moderate level of academic writing apprehension, with batch 2021 scoring slightly higher than batch 2020. Secondly, the participants used volition as a control strategy for down-regulating their apprehension. From the components of volitional strategies, self-efficacy enhancement was reported to be dominantly employed by the participants followed by stress-reducing actions, and negative-based incentives.]]>
<![CDATA[The Needs of English Teacher in Handling Technology for Online Classes ]]>
<![CDATA[Jovanka Nabila]]>;
<![CDATA[Arrasyid, Farouk Imam]]>;
<![CDATA[Noerjanah, Siti Luruh Ayu]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.01.03
<![CDATA[The main problem this study identified is that English language teachers continue to teach English in an environment of outdated technology. Teachers need to improve their proficiency in information and communication technology and English in addition to becoming proficient in English because virtually all 21st-century institutions are using online classes. Duty to set a good example for kids so they can accomplish their learning goals. The aim of this research is to investigate the constraints imposed on English teachers concerning their capacity to employ technology efficiently in virtual learning settings. This research uses qualitative methods in addition to a case study approach. In order to collect data, researchers used observation, interviews, and documentation. In order to locate research participants, purposeful sampling was employed. As a result of their extensive experience with technology, junior high school English teachers are well-suited to teach online. Pedagogical, personal, professional, and social skills have been highlighted as the most important attributes for English teachers to master. English teachers should focus on six main areas while developing their pedagogical competencies for online teaching. To improve personality competence in online English lessons, English teachers should concentrate on five main areas. English teachers should concentrate on three main areas in order to develop professional and social competence for their online students. When teaching online, English teachers in schools are utilized to handling technology.]]>
<![CDATA[Needs analysis study of Malaysian primary and secondary in-service Science teachers on the use of English in teaching Science ]]>
<![CDATA[Siti Maftuhah Damio]]>;
<![CDATA[AMIR, Aisyah Insyirah]]>;
<![CDATA[Mohamad, Nur Alyaa Liyana]]>
<![CDATA[ EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya, Universitas Brawijaya ]]>
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DOI: 10.21776/ub.educafl.2024.007.01.04
<![CDATA[An announcement of a pivotal decision: reinstating English as the medium of instruction for Mathematics and Science subjects in Malaysia took place in 2020 through Dual Language Programme.This move aimed to bolster language proficiency within the education system, a vital stride in educational reform. Recognizing the imperative for Malaysian students to gain enhanced exposure to English across subjects, this report delves into an analysis of how Science teachers in Malaysia incorporate English in their classrooms, aligned with the principles of English for Specific Purposes (ESP). Utilizing data collected through an online questionnaire, this study assesses teachers' English proficiency in teaching Science. Results from present and target situation analyses reveal that a majority of teachers self-rate their English proficiency at the B1 (Intermediate) level. These findings underscore teachers' awareness of the need to enhance their English skills to enrich the learning environment for students. The report presents comprehensive data, findings, and discusses potential implications, providing recommendations to empower teachers in delivering more effective Science instruction in English moving forward.]]>
