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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 113 Documents
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Improving Student’s Higher Order Thinking Skills (HOTS) through Jigsaw Emy Sudarwati
EDUCAFL : Journal of Education of English as Foreign Language Vol 2, No 2 (2019): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (14.387 KB) | DOI: 10.21776/ub.Educafl.2019.002.02.06

Abstract

This Classroom Action Research aims to improve students’ HOTS (High Order Thinking Skills)  through the application of jigsaw. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 15  students of the third semester students of English department taking  Academic Reading course.The data collection instruments include observation, test,   and documentation. The data were obtained from pre and post-test of each cycle. The findings revealed that jigsaw learning models could increase students’ HOTS (High Order Thinking Skills). Jigsaw is able to boost students participation into an active learning and it can also improve student’s HOTS (High Order Thinking Skills)  as jigsaw itself will be followed by other activities like asking questions, discussing in groups, analyzing the results and providing feedback.
Achievement Motivation and the Students’ Speaking Performance Yuni - Astuti
EDUCAFL : Journal of Education of English as Foreign Language Vol 2, No 2 (2019): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (14.387 KB) | DOI: 10.21776/ub.Educafl.2019.002.02.02

Abstract

This study employs a correlational design that is to find out the relationship between achievement motivation and the students’ speaking performance. The aim of this study obtains the level of students’ achievement motivation and their speaking performance. This study also reveals the relationship between the variables. The questionnaire with four Likert-scale was used to measure the students’ level in this study. It was the adaptation of the Contextual Achievement Motivation questionnaire. To measure the students' speaking performance, a teacher-made speaking test was used. The questionnaire and the speaking test were administered to undergraduate second-semester students of the English Department, Faculty of Cultural Studies, Universitas Brawijaya. The result of this study showed that there was a significant average positive correlation between achievement motivation level and the students’ speaking performance level (r = .688, sig. = .00). Regarding the result of the students' learning in the speaking class, teachers are expected to be able to recognize their students’ achievement motivation to support and enhance the students' ability in learning. Teachers are expected to encourage the students to be more open and share their difficulties in learning especially in the speaking class. Thus, by having close communication between teachers and the students, it is expected that the students’ problems during the learning process can be solved. The students’ achievement motivation is expected to be higher and stronger in completing the course with high achievement.
Need Analysis on Teaching Media to Improve Morphological Awareness on Vocational Higher Students Devi Kurniasari Riyadi
EDUCAFL : Journal of Education of English as Foreign Language Vol 2, No 2 (2019): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (13.754 KB) | DOI: 10.21776/ub.Educafl.2019.002.02.07

Abstract

Morphological awareness (MA) has relation to the language development. By having MA, it can be strong predictor in vocabulary and reading comprehension. Students of Politeknik Kota Malang was still lack of MA. It is because morphology study was not taught explicitly and there was not sufficient material. This study is aimed to investigate the students’ needs on developing teaching media to improve students’ morphological awareness (MA) that suits with their characters. From the result, they need teaching media in the form of game on ICT-based and the activity in the game can be expected for them to enrich the vocabulary and know the meaning of words. The game is also expected to provide them with a lot of texts and to help students in pronouncing the words correctly.
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
AUTONOMOUS ONLINE READING USING PQRST TO ENHANCE THE STUDENTS READING SKILL IN RECOUNT TEXT Enik Evi Indahwati
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 1 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.01.2

Abstract

The lack of maximum reading competency achieved by students becomes the background of this research. Data of the students reading competency score on descriptive text shows the average of 70.19 which is still far below the minimum standard score of 77. Literature review shows several factors influencing the low level of student reading competencies, namely: (1) minimum vocabulary mastery, (2) the absence of reading strategies used which results in difficulties to understand long sentences, (3) lack of background knowledge, and (4) less motivated to learn English because of the monotonous teaching methods. By using Classroom action Research, this study aims at improving the students reading skills of recount text by employing autonomous online reading using PQRST technique. The results of the study show that (1) the students scores in reading were significantly increased, (2) the students activity in class in learning activities was increased, and (3) students comprehension of the recount text was facilitated by the PQRST strategy by activating their background knolwledge (Preview), writing what they want to know (Question), Readingand Summarizing the text, then continued by Test.  In conclusion, autonomous online reading with PQRST techniques can improve student learning outcomes well.
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.
RETRACTION NOTICE : 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 1 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.01.5

Abstract

This article entitled "Developing G-Smartive (Getting Smart in Narrative) Multimedia as an Aid to Learn Reading of Narrative Text for Tenth Graders of Vocational High School" (2020), authored by Putri Ika Ayunda Ningtyas, published in Volume 3, Issue 1. of Journal of Education of English as Foreign Language, pp.47-54 has been retracted. The Journal of Education of English as Foreign Language found the double publication in the article publishing due to article's content similarity published in https://educafl.ub.ac.id/index.php/educafl/article/view/166. One of the conditions of submission of paper for publication in this journal is that authors declare explicitly that their work is original and has not appeared in a publication elsewhere. Re-use of any data should be appropriately cited.  As such this article represents a severe abuse of the scientific publishing system. The scientific community takes a very strong view on this matter and apologies are offered to readers of the journal that this was not detected during the submission process
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.
AN ANALYSIS ON THE ATAMBUA STUDENTS’ MULTILINGUAL BACKGROUND AND THEIR ENGLISH ORAL PROFICIENCY Graciela D Bete Do Nacimento, S.Pd
EDUCAFL : Journal of Education of English as Foreign Language Vol 3, No 1 (2020): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2020.003.01.3

Abstract

Multilingualism is the ability of someone to operate more than one language for communication. Atambua people are multilingual since they have more than one language background, it make them difficult in speaking English. This study aims to Analyze the English Oral Proficiency (EOP) of the Atambua students with multilingual background.It is a descriptive qualitative research involving multilingual Atambua students who also speak English. 10 out of 200 as the researcher participants are selected through questionnaire develop by the researcher to know their multilingual background. EOP in form of monologue was employed to the students to know their level using scoring rubric by Brown (2001). Then, analysis was done to see the relation of their level of EOP with their number of language useand age of their English acquisition or learning.The result of this study showed that 2 students with 3 languages use have 3,0 and 3+ levels, (able to participate effectively in formal and informal situation, as well as the professional topics). 5 students with 4 languages use have various level, ranging 1+ (able to satisfy limited social demands) to the 3+ level. 1 student with 5 languages was in level 1+, and 2 students matering 6 languages were in level 1+ and level 2 (able to satisfy routine social demands). 2 students learned English before 10 year-old, and their EOP level was 3+. 8 other students learned English in their 11 up to 14 year-old. Interesting phenomenon found that only 1 out of 8 students with with 3 languages use get the highest level (3) even she learn English over golden age. It indicates that the result of the research is in line with the previous theory stated that multilingual person will face difficult in learning English, Bialystok( 2001).
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

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