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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.
Arjuna Subject : -
Articles 117 Documents
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An EFL Teacher's Challenges in Teaching English for Elementary School Students in an Inclusive Education Context Kayla Artamevia Putri; Ista Maharsi
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 1 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.01.06

Abstract

Compared to other countries, the development of inclusive education in Indonesia remains underdeveloped. EFL teachers teaching in inclusive classrooms, in particular, encounter complexity of problems in the field. This paper aims to explore how an EFL elementary school teacher faces challenges in teaching students with special needs. Data were collected from semi-structured interviews and analyzed using Braun and Clarks’ thematic analysis (2006). Results indicate that teachers need to adjust the running government curriculum to meet the students’ needs. Then, during the implementation of the curriculum shadow teachers play crucial roles as the classroom teachers have limited time and attention. The shadow teachers can focus on helping and facilitating the students with special needs. More importantly, creative teaching strategies that can engage and cater all students (both regular and students with special needs) are required.
The Influence of Reward and Punishment Method on Students English Learning at MTA Islamic Boarding School: Pengaruh Metode Reward dan Punishment terhadap Motivasi Belajar Bahasa Inggris Santri Pondok Pesantren MTA Annisa, Miftahul Ulum; Muttaqin, Syariful; Sugiharti, Eni
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.03

Abstract

Education in Islamic boarding schools in Indonesia is vital for deepening religious knowledge and developing other skills, such as bilingual abilities. To enhance motivation, reward and punishment methods based on behaviorism theory can be used. This study examines how rewards and punishments affect English learning motivation at MTA Al-Amien Prenduan Islamic Boarding School. Using a quantitative approach, the study involved 100 students chosen from a group of 961 through cluster sampling. Data was collected with a reliable and valid questionnaire and analyzed with classical assumption tests. Linear regression was used to explore the relationship between rewards, punishments, and student motivation. The results showed that both rewards and punishments significantly impact student motivation (p < 0.05). Specifically, the t-test values for both rewards and punishments were 4.071, higher than the t-Table value of 1.661. The F test also confirmed that rewards and punishments together have a significant effect on motivation (F = 27.660, p < 0.05). This study provides both theoretical insights into the role of rewards and punishments in education and practical recommendations for educators. The findings can help in creating effective strategies and policies to enhance student performance in language and religious education in Islamic boarding schools. Keyword: Reward, Punishment, Learning Motivation
Self-Reflection for English Teachers’ Pedagogical Development Kuzairi; Welly Kuswanto; Agung Is Hardiyana Febry; Ali Wafa
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.02

Abstract

Reflection is a crucial part of teaching quality improvement. Teachers can learn a lot from what they did in the classroom dealing with their instructional activities. It indicates that qualified teachers are those who can evaluate and take meaningful reflection from their teaching experiences. This paper aims to expose the importance of self-reflection for English teachers’ pedagogical development as well as to describe how they carry out this one of the professional development activities to improve their instructions. A survey on investigating the professional development activities was conducted for 30 certified Senior High school English teachers as the technique in collecting the data. In addition, descriptive qualitative design was applied to present the findings of this study. The results show that among the 10 professional development activities that were proposed, Self-reflection was the highest choice with 73.17% of participants indicating that they commonly did it for their professional development. They had Self-Reflection by just asking the students to write comments or suggestions, requesting their students to answer some questions or give opinion on the teaching and learning process. Another simplest way was that teachers imagined on what they had done during the teaching and learning process and they made notes as references to develop their teaching performances. Another way of reflection is through recording the teaching and learning process. Regarding the results, it is recommended to regularly apply self-reflection as one of the essential professional development activities particularly in developing English teachers’ pedagogy
Students’ Motivation in Learning English Listening Skills Independently Ahmad, Annisa; Zulfah; Mujahidah; Nur Asiza
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.01

Abstract

The achievement of English listening skills among students still requires serious attention, with many students finding these skills difficult due to various factors, including lack of practice and motivation. This study aims to measure students' level of motivation in learning English listening skills independently. The methodology used was a descriptive quantitative approach with a survey design, involving 28 students from the English Education study program at Parepare State Islamic Institute. Data was collected through a questionnaire consisting of 11 statements using a Likert scale. The results showed that the majority of students were highly motivated in learning English listening skills independently, driven by their ability to set personal learning goals and access to a variety of engaging resources, including materials and media. Nonetheless, some students showed challenges in time management and lack of external support, which may hinder their motivation. These findings underscore the importance of creating a supportive learning environment and utilizing technology to improve students' motivation and learning outcomes in English listening skills.
The Use of ChatGPT in Academic Writing Skills for EFL Learners: A Systematic Literature Review Ni Putu Yunda Kirana; Santosa, Made Hery
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.04

Abstract

In today’s digital era, technology greatly affects education, especially in learning English as EFL. This systematic review aims to analyze and summarize various previous studies related to the use of ChatGPT in academic writing for EFL learners. The study used PRISMA to obtain results. The study was carried out by reviewing fourteen articles published between 2023 and 2024. The selection process follows a systematic method, in accordance with the inclusion and exclusion criteria set. The results show that the use of ChatGPT has a positive impact on students' writing skills. ChatGPT can improve students' writing performance in terms of grammar, text coherence, and formulating ideas. Previous studies have agreed that ChatGPT provides personalized feedback, increases motivation, and supports student-centered learning. However, there are still concerns about academic integrity and creativity. Therefore, the practical implication of this study is that teachers are advised to support students' writing skills with clear goals while still carefully considering ethics.
The Role of Duolingo Application in Broadening Indonesian EFL Learners’ Vocabulary Knowledge wijaya, kristian
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.05

Abstract

To better expand EFL learners’ vocabulary knowledge in second-language classrooms, educators should instill a more profound awareness of the maximization of potential technological platforms to be further internalized in their daily teaching-learning routines. Regarding this fundamental second language learning principle, Duolingo appeared to be one of the beneficial digital learning tools in nurturing EFL learners’ vocabulary knowledge expansion. Previous researchers contended that Duolingo could provoke more positively sound and authentic second language learning dynamics where EFL learners elevated their vocabulary knowledge to the fullest potential. This small-scale library study employed a thematic analysis method in analyzing the previously generated studies derived from 20 Duolingo and vocabulary scientific articles. A thematic analysis approach was applied to yield more well-organized, apprehensible, and relatable research results contributable to the entire second language vocabulary learning dynamics development. From the obtained research findings, two main themes were proffered: (1) Duolingo application promoted greater vocabulary learning enjoyment and (2) EFL learners gained more significant vocabulary knowledge improvements through Duolingo application.
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.
Students’ Perception on the Use of Shadowing Technique Using Text-to-Speech AI to Improve English Pronunciation Fikri Alamsyah Sandya Pratama; Moh Hasbullah Isnaini
EDUCAFL: Journal on Education of English as Foreign Language Vol. 7 No. 2 (2024): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2024.007.02.06

Abstract

Pronouncing English words correctly has become a familiar struggle experienced by Indonesian EFL students in the classroom. In addressing the issue, researchers employed an adapted procedure of shadowing technique. Here we substituted ready-made recording speech with Text-to-Speech AI generated voice as an inventive method. A case study approach was employed by involving semi-structured interviews, interviewing two welding engineer students as high achiever and mid achiever as the participant, both enrolled in Vocational High School 1 Singosari. The result indicates a pronunciation improvement to some extent, mainly awareness of phonemes, rising and falling pitch, and students were more fluent than before in a way of speaking confidence. Students find the idea straightforward, flexible, and adaptable where they were able to simply generate a voice made from desired script, furthermore they could mimic the generated voice easily, though students might find it difficult to catch the AI speaker in doing complete shadowing. Despite many positive results, the study did not go as planned due to time constraints and participants availability. This finding indicates the necessity for future research to be more meticulously designed and executed.
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.

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