Fakultas Ilmu Budaya, Universitas Brawijaya

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Journal Contact

Fakultas Ilmu Budaya, Universitas Brawijaya Jalan Veteran, Malang

Principal Contact

Alies Poetri Lintangsari, M.Li

Fakultas Ilmu Budaya, Universitas Brawijaya

Fakultas Ilmu Budaya, Universitas Brawijaya Jalan Veteran, Malang, 65145, INDONESIA

Phone : 0818 0510 3887 Fax : (0341) 575 875 Email : educafl@ub.ac.id

Support Contact

Pebasis FIB

Phone: 0813 3438 4294

Email: pebasis_fib@ub.ac.id (with underscore)

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The EDUCAFL, Journal of Education of English as a Foreign Languages an open access, peer- reviewed journal. The journal encourages interdisciplinary research within the field of language teaching and learning. The main focus is on addressing critical issues and current trends and research in the ELT practices and Intercultural competence, Inclusive Education and ICT based approach in teaching and learning.

The anticipated audience will be pre-service and in-service teachers and administrators, university faculties and students, educators, researchers and others interested in language learning research.

All papers are reviewed equally according to standard peer review processes.

The journal covers a variety of topics (subject to change), including:

• Adult language learners

• Assessment and evaluation

• Intercultural communication

• Curriculum, syllabus, and/or material design

• Educational linguistics

• Educational psychology in language learning

• English for academic and/or specific purposes

• ICT and instructional media

• Inclusive education practices in ELT

• Language planning and policies

• Literature in English language teaching

• Methodologies and teaching approaches

• Reflective language teaching and learning

• Second language acquisition

• Social issues in language learning

• Teaching English for young learners

• Teacher education and professional

development

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Chief Editor :

1. Mrs. Alies Poetri Lintangsari, M.Li, Universitas Brawijaya, Indonesia

Associate Editors:

1. Mrs. Pratnyawati Nuridi Suwarso, Universitas Brawijaya, Indonesia 2. Miss Irene Nany Kusumawardani, Universitas Brawijaya, Indonesia 3. Dian Inayati, Universitas Brawijaya

4. Mrs Peptia Asrining Tyas, Universitas Brawijaya, Indonesia

Editorial Board

1. Dr. Fazri Nur Yusuf (Scopus ID: 57196021567), UNIVERSITAS PENDIDIKANINDONESIA, Indonesia

2. Prof. Dr. I Nyoman Sudana Degeng, M.Pd, Universitas Negeri Malang, Indonesia,Indonesia

3. Prof. Dr. Rusman Roni, M.Pd, Universitas Tridinanti Palembang, Indonesia 4. Dr. Dian Danayanti Degeng, Universitas Brawijaya Malang

5. Dr. Ive Emaliana, Universitas Brawijaya, Indonesia

6. Mrs Madina Karsakpayeva, PhD-Candidate in Inclusive Education, ELTE University,Budapest, Hungary., Hungary

7. Dr. Sugeng Susilo Adi, Fakultas Ilmu Budaya, Universitas Brawijaya, Indonesia 8. Dr. Widya caterine perdhani, Universitas Brawijaya, Indonesia

9. Dr. Esti Junining, Universitas Brawijaya, Indonesia

10. Dr. Mohammad Hasbullah Isnaini, Universitas Brawijaya, Indonesia

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Vol 4, No 2 (2021)

Factors Affecting Blind Students’ Engagement In Learning English

Galuh Nurul Indah Asri, Firdaus Adrianto Adrianto ... 58

Learning Vocabulary Through Games: A Critical Review

Fatimah Fatimah, Harits Masduqi ... 64

EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom

Farah Ika Dhamayanti ... 70

The Implementation of Guessing Game to Improve The Speaking Ability of EFL Students in Excellent Course, Kampung Inggris, Pare, Kediri

Pratiwi Tristin Puspitasari ... 78

The Students’ Opinion on Online Learning

Sirin Suhaimah, Lestari Setyowati ... 85

The Teaching of English by Using Telegram Application: A Case Study at SMKN (Vocational High School) 4 Malang

Mizan Yushril Rahmatullah Faqih Putra, Dian Inayati ... 92

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Galuh Nurul Indah Asri, Firdaus Adrianto. Factors Affecting Blind Students’ Engagement in Learning English.

Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 58-63 Educafl 2021. Vol 4 No 2

ISSN: 2540-7775

Doi: 10.21776/ub.educafl.2021.004.02.01

FACTORS AFFECTING BLIND STUDENTS’

ENGAGEMENT IN LEARNING ENGLISH

Galuh Nurul Indah Asri, Firdaus Adrianto English Plus Id Malang

galuhnurul27@gmail.com Indonesia

Article Info ABSTRACT

Article history: Universitas Brawijaya (UB) with the assistance of Pusat Studi dan Layanan Disabilitas (PSLD) have implemented an inclusive education environment, as the need for equal education chance for different abilities Indonesians. There is an assumption that engagement from a combination of language learning or learning language’s cognitive, social, and affective aspects can affect the learning process and academic achievement of a special need student. To reach the research objective, interview sessions and classroom observations session were aimed at measuring the students' language learning engagement based on three-domains; cognitive, affective and social, in students’ perspective and ongoing activities. This research shows fluctuate results based on the interviews and observations data of two blind students. The main engaged factors found are positive teaching approaches and attitudes, also both students’ learning autonomy.

Received December 30, 2020 Revised December 31, 2020 Accepted June 30, 2021

Keywords:

language learning engagement domains, blind students, student engagement

Corresponding Author:

Galuh Nurul Indah Asri English Plus Id Malang galuhnurul27@gmail.com Indonesia

1. RESEARCH BACKGROUND

As one of the foreign languages in Indonesia, English is not only utilized for non-disabled English as a Foreign Language (EFL) student but also for EFL students with disabilities. In reality, disabled EFL students, especially blind students, may not fully satisfied with the facilities and teaching methods given. Although it is still inconvenienced in conducting the English language learning for blind EFL learners, some communities have been trying to decrease the learning language difficulties. However, the government and educators should create more invitations for better English education for them.

Universitas Brawijaya (UB) assists with Pusat Studi dan Layanan Disabilitas (PSLD) has declared for having an inclusive education environment, as the need of the equal chance of education for different abilities Indonesians based on Regulation of the Ministry of Republic of Indonesia Number 70 of 2009 [1] Article 4 Paragraph 1 National Education . It implies that inclusive schools and universities in Indonesia are supporting the Indonesian government to provide the best educational experience and enhance the quality of disabled students.

In the present research, there are two blind students of the fifth-semester student of the fifth English

Language Education Program and the first-semester student of Indonesian Language and Literature Program who naturally may have some different difficulties in the way of learning English as a foreign language. Aside from the barriers encountered by the blind students of FIB UB have [2] Lintangsari, Alies Poetri. Emaliana, I., (2019) put the assumption that engagement can affect the learning process and academic achievement. In making the learning language engagement measurable, some questions of engagement domain; cognitive, affective, and social are made and asked in order to establish differences in its degree and qualities of each student in learning

language, especially English [2], [3]

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Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 58-63

Although broader research of engagements has investigated blind students from secondary school to higher education, only some that reveal the learning language engagement of blind students with complex roles of educators, students themselves, and surroundings; peers and co-learning assistant, which can develop proportional inclusive learning experiences. The explanation above leads the researcher to discover learning engagements of blind students of FIB UB and probable factors from three main domains: cognitive, affective, and social in inclusive class. Due to different majors at FIB UB, each blind student is predicted to encounter different barriers and learning language factors while joining English classes, using the three engagement domains; cognitive, affective, and social. The findings are expected to contribute the better English language teaching and learning in inclusive class.

2. METHODS a. Research Design

As characterized by an interpretative paradigm, this research utilizes qualitative research design which highlights subjective experiences; where every person builds up an individual, personal view of the world based on his or her specific interactions with the external world (including the people who are part of this world).This research will use audio recordings interviews of the two blind students of FIB UB in uncovering the learning language engagement possible factors while learning English. Since case studies are more than just a methodological choice, the researcher uses Snapshot study as a qualitative research type, in which examine one case in one particular period, the analysis is supported by the temporal juxtaposition of some events (George and Bennett 2005; Gerring 2004; Thomas 2011, p. 517 cited in [4]Starman, 2013, p.30-33). By using the Snapshot studies as one of the case studies, the data collected will be more up to date.

b. Setting and Participants

This research involved two blind students of the Faculty of Cultural who are taking English Class as the compulsory subjects. Here is the characteristics of participants:

Table 1. Students’ Characteristics

c. Data Collection and Data Analysis

In this research, the researcher have been collecting the data by conducting deep semi-structured interview sessions, a General English class observation, and a General English examination observation under the theory of language engagement that consist of 3 aspects; (1) Cognitive Engagement, (2) Affective Engagement, (3) Social Engagement; and (4) Facilitators or Impediments by [3]. The researcher will analyze the data from each data source; transcript interview and observation result to find key findings. Data triangulation method is used to know the final result of comparing and contrasting the key findings across the data.

3. RESULTS

The results of this research were taken based on the semi-structured interview, General English class observation, and General English final examination result of Student A and Student B. In exploring their ongoing experiences and situation while learning English, the researcher employs the extraction of the three learning language engagement dimensions; cognitive, affective, and social in each instruments’ questions. The elaboration of further research’s findings is elaborated in the table below.

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Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 58-63 Table 5. Table of Findings

*S. A: Student A S. B: Student B

Well-Engaged: all sub-dimensions are the facilitators Good: > facilitators, < impediments

Fair: facilitators = impediments Low: < facilitators, > impediments

Not Engaged: all sub-dimensions are the impediments 1. Cognitive Engagement

Learning processes in the student’s cognitive domain include skills of processing information, constructing understanding, applying knowledge, solving problems, and conducting self-research. This research measures the blind students’ cognitive engagement through its sub-dimensions in interview session such as (1) student alertness on language learning; (2) Student attention on the language; (3) Student critical/analytical thinking on language learning; (4) Students autonomous/directed learning.

1.1 Semi-Structured Interview Result

Student A had low alertness and focus because of the student A’s moody characteristic and disinterest toward pedagogy activities and courses. At the same time, average attainment was obtained by student B supported with his stable emotion. In having different learning habits, Student A preferred only to study and reflect several courses, while Student B was more into only recalling course’ memories before going to bed.

Moreover, Student A claimed that sometimes English is hard to be interpreted compared to Indonesian, while Student B has chosen never to compare English to any other language.

1.2 English Class Observation Result

This research measures the blind student’s cognitive engagement through its sub-dimension in classroom observation session; (1) Student’s alertness on the language learning, (2) Student’s attention on the language learning, (3) Student’s visibility level, (4) Teaching approach, (5) Non-Physical Classroom Management.

Student B had low alertness and advertency level in learning English because the afternoon course, unwell health condition, and mood. The class was started on Monday, November 18, 2019, from 14.30 to 16.10. Thus made he tended to have minimal communication or activity. Based on the ongoing teaching and learning activities at that time, the lecturer utilized Student-Centered and Grammar Translation approaches to discuss Present and Past Tenses tasks. Precisely, the lecturer had intense verbal interaction and formed the class into three groups, while student B alone was paired with his closest friend as asubstitution of the absence of his group.

1.3 English Final Examination Result

This research measures the blind student’s cognitive engagement through its sub-dimension in examination observation session; (1) Student’s alertness on the language learning, (2) Student’s attention on the language learning, (3) Student’s visibility level, (4) Teaching approach, (5) Non-Physical Classroom Management.

Student B’s alertness was good, and his advertency level was fair due to morning examination scheduled on Tuesday, December 10, 2019, at 07.30, which brings positive mood, energy, and health issues. During the examination, Student B’s co-learning assistant was giving excellent and professional accompaniment to him, by not giving any intent favour but repeatedly and carefully read the passages and questions. They also already had a comfortable and reachable seat.

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Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 58-63 2. Affective Engagement

Learning processes in the student’s affective domain is aimed to seek the reality of blind students’ learning participation and expression, by involving feelings, emotions, and attitudes, values, appreciation, enthusiasms, motivations, and attitudes. This research measures the blind students’ affective engagement through its sub- dimension in interview session such as (1) student willingness, (2) student purposeful engagement and (3) learning autonomy, which somehow can be affected by the role of educator at class.

Student A and B preferred to be sitting in the front rows to gain best learning English experiences. Their self- confession showed Their purposeful engagement that they learn English to upgrade their English proficiency with different types of activities. Student A focused himself more to achieve better general English understanding by doing literature activities. At the same time, Student B was more interested to learn English by diligently working on his IT hobby.

2.2 English Class Observation Result

This research measures the blind student’s affective engagement through its sub-dimension in classroom observation session: (1) Student willingness’, (2) Clarity of procedure, (3) Intrinsic motivation, (4) Learning autonomy and assistive technology (AT).

Student B’s willingness to learn and classroom participation are low at that time. It happened as the caused of student B’s mediocrity self-mastery and fluency of English. This was confirmed by the fact that the student failed to do the previous homework at that time. This might also happen because the clarity of purpose and procedures of the homework was somehow decreasing while lecturer and other students were unconsciously speeding up the tempo of reading texts and answering the homework. In helping him reading the module, he preferred to bring a mobile phone. In fact, it did not help maximally seeing that the mobile phone was lagging for many times.

2.3 English Examination Result

This research measures the blind student’s affective engagement through its sub-dimension in examination observation session; (1) Student willingness, (2) Clarity of procedure, (3) Intrinsic motivation, (4) Learning autonomy and assistive technology (AT).

The student’s personality and self-perception, and task quality was low. Although co-learning assistant alone was professionally accompanying, giving unambiguous instruction and reading each question carefully, his self-doubt with negative self-perception about English mastery and skill could defeat it. Generally, the quality of the examination seemed to be adequately failed to arise the intrinsic motivation of student B in learning English. Thus because the examination was ever tested a week before the exam as a quiz, so that students or the blind student, might use their quiz memory rather than examine their truly English proficiency. He did the easier questions and missed the doubtful questions. He did not use any AT which neither facilitate nor impede him.

3. Social Engagement

Learning English as an object and vehicle processes in the student’s social domain focus on the students’

interpersonal social skills such as communication, teamwork, and management toward the surrounding situations.

The social engagement consists of 2 sub-dimension in interview sessions such as (1) Maintaining interaction and (2) Ready to interact

Student A interaction and support were positive. He frequently discussed and consulted his difficulty in courses with lecturers in the classroom. Meanwhile, the interaction with peers oftentimes occured outside the class. On the other hand, Student B had weak interaction with the lecturer. He was more comfortable in discussing English grammar with peers.

3.2 English Observation Result

This research measures the blind student’s social engagement through its sub-dimension in classroom observation session: (1) Maintaining interaction and ready to interact, (2) Power differential, (3) Co-learning assistant of PSLD.

Student B had weak interaction either with the lecturer or peers. The student did not participate well enough by not attending the class on time and doing the grouped homework. Culture, gender, and religious boundaries did not prove either bringing a positive or negative effect toward his power differential.

3.3 English Examination Result

This research measures the blind student’s social engagement through its sub-dimension in examination observation session; (1) Maintaining interaction and ready to interact, (2) Power differential, (3) Co-learning assistant of PSLD.

Student B had good participation during the exam by attending the examination schedule on time and requesting to repeat the questions to the co-learning assistant. Culture, gender, and religious boundaries did not prove either bringing a positive or negative effect toward his power differential. However, he tended to give up finishing the doubtful question, although co-learning assistant still supported him.

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Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 58-63 4. Facilitators and Impediments

Based on the description of facilitators and impediments in learning a language, the researcher can say that some factors can be double-edged swords for blind students’ engagement in learning English. Each person may have different results.

4.1 Cognitive Domain

Some factors in Cognitive domain affected equally to both of blinds students’ engagements. Course schedule can be either a facilitator or impediment for them, which can have a huge effect toward their energy level. Immediate surroundings tended to negatively affect both students. A different case may be faced by student A if his mood is low. Thus, made emotional state of student A was labile and be a dangerous impediment to his engagement in learning, but it became facilitator for student B because his emotional state during the class was kept well. The listening and reading courses mostly became impediment for student A as he claimed to get low technical ability in hearing and reading. Student A also added that he was having low interest in pedagogical courses. While it became facilitator for student B because his lecturer made him easier and comfortable in collecting several tasks by letting him typing or sending voice recordings. Both students claimed that teaching approach of lecturers are positively affecting their cognitive engagement since most lecturers were applying student-centered approach in teaching inclusive classrooms.

4.2 Affective Domain

Student A informed that his English mastery was standard as he knew general information about related courses. Meanwhile student B claimed that his English proficiency in writing and speaking was poor. Thus, were sustained by student B’s passive action and less- engaged at class and doing the examination. Teaching approach of lecturers becomes their facilitators since most lecturers were applying student-centered approach and providing accessible handout in teaching inclusive classrooms. Student B had any problem in receiving related course information from the lecturer, yet student A testified that some lecturers were very clear, confusing, or sometimes forgetful. Both students are using screen reader phone-based application as their everyday use. As a matter of fact, the phone sometimes limits the students to have optimal access to the module.

4.3 Social Domain

Student A frequently having interactions with lecturers and peers, while Student B tended to have low interaction with lecturer. They also claimed PSLD had already provided excellent academic proponent especially for visually impaired Brawijaya students, yet they claimed that both of them rarely used it.

4. DISCUSSION

Student A frequently having interactions with lecturers and peers, while Student B tended to have low interaction with lecturer. They also claimed PSLD had already provided excellent academic proponent especially for visually impaired Brawijaya students, Based on Denzin in the 1970’s, there are four types of triangulation:

(1) Data Triangulatin, (2) Methods triangulation, (3) Investigator triangulation, (4) Theory triangulation [5]. This research employs data triangulation which has semi-structured inteview results, a classroom observation result, and an examination observation result as the data sources of student A and student B. This is meant and to sharpen superior engagement factors of students in learning English and strengthen the conclusion about the findings, as shown in Figure 1 below.

Figure 1 The Trustworthiness of The Research

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Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 58-63

By having the further and detail explanation above, the researcher discovers that the first previous research conducted by [2] Lintangsari, Alies Poetri. Emaliana, I., (2019), the second previous research conducted [6], and the present research, have several similarities. The main engaged factors found are the teaching approach and attitudes that lecturer have while conducting the learning English process, the better engagement that students will have. Based on the interview and observation data of the 2^nd research, the two blind students still have their own unique and unexpected way of learning English unconsciously. It was also found in the present research that Student A would not stop learning by reading poems, short stories, songs and producing literature products, and student B unconsciously get and learn new vocabulary from his IT hobby. Their unique learning autonomy can balance the low classroom’s learning input.

Course schedules can be significantly a supporter or an obstacle toward students’ energy and enthusiasm level in learning English. Uncertain emotional state that student A has anywise more affects the learning process for whole day. Both blind students agreed that maintain good and proportional interaction with peers can boost their learning English engagement meanwhile outside or inside classroom noises did not give any impact toward it.

5. CONCLUSION

The purpose of this research is to report the FIB UB inclusive learning and teaching practices from the field facts and also two blind students' perspective by student learning language engagement analysis of three dimensions; cognitive, affective, and social. The fluctuate results were found based on the two times interviews and two times observations data. The result and the findings of this research can be an elaborative insight for UB in improving service for blind students’ learning language experience, feedback for PSLD to improve their academic support that meets blind students’ needs, disability awareness and the provision of inclusive education information to the lecturers or surroundings, and a reference for other researchers who conduct researches with the same topic.

Based on the conducted research, teaching approach, teacher attitudes, and student learning autonomy are the fundamental factors that can create a positive impact on student engagement in learning language, especially English. The use of an insightful inductive teaching approach supported by a proper and comforting teaching attitude, will contribute to the better inclusive teaching and learning experience without excluding one student from another. Intensive and comprehensive inclusive teaching trainings from UB, will also be a helpful proponent for educators to understand the inclusive teaching principles, and create innovative and up-to-date ways of improving the students’ learning English engagement. The comfortable and enjoyable learning techniques from doing literature activities or IT hobby of students can also boost the English learning engagement, yet they claimed that both of them rarely used it.

REFERENCES

[1] Ristekdikti, “Salinan Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 70 tahun 2009 Tentang Pendidikan Inklusif bagi Peserta Didik yang Memiliki Kelainan dan Memiliki Potensi

Kecerdasan dan/atauBakat Istimewa Kelompok Kerja Inklusi Jawa Timur 2009,” 2016. .

[2] F. Lintangsari, Alies Poetri. Emaliana, I., “Proceedings of the 3rd international language & tourism conference 2019 sustaining global development goals through language, education and tourism kulliyyah of languages and management, International Islamic University Malaysia, Pagoh Edu Hub, Malaysia,”

2019, pp. 224–234.

[3] A. M. . Svalberg, “Language awareness engagement with language: interrogating a construct language awareness,” vol. 18, no. 3–4, pp. 242–258, 2009.

[4] A. B. Starman, “The case study as a type of qualitative research. journal of contemporary educational studies,” pp. 28–43, 2019, [Online]. Available:

https://www.researchgate.net/profile/Biba_Rebolj/publication/2656

82891_The_case_study_as_a_type_of_qualitative_research/links/54183f560cf25ebee988104c/The-case- study-as-a-type-of-qualitative-research.pdf?origin=publication_detail.

[5] D. Hales, “An introduction to triangulation,” [Online]. Available:

http://www.unaids.org/en/media/unaids/contentassets/documents/document/2010/10_4-Intro-to- triangulation-MEF.pdf.

[6] D. S. Susanto., Nanda, “Teaching and learning English for visually impaired students: an ethnographic case study,” J. English Educ., vol. 7, no. 2, pp. 83–92, 2018.

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5 Fatimah, Harits Masduqi. Learning Vocabulary Through Games: A Critical Review Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 64-69 Educafl 2021. Vol 4 No 2

ISSN: 2450-7775

Doi: 10.21776/ub.educafl.2021.004.02.02

LEARNING VOCABULARY THROUGH GAMES:

A CRITICAL REVIEW

FATIMAH Universitas Brawijaya

fatimah@ub.ac.id HARITS MASDUQI Universitas Negeri Malang harits.masduqi.fs@um.ac.id

Indonesia

Article history:

Received May 15, 2021 Revised May 18, 2021 Accepted June 30, 2021

For decades linguists have been interested in doing research on English vocabulary and vocabulary teaching. In the article Learning Vocabulary through Games published in the Asian EFL Journal, Huyen and Nga investigate the benefits of using games for their students’ vocabulary learning. They argue that games are helpful for students to enrich their English vocabulary acquisition. As of May 2021, the article has been quite influential and cited for 381 times by scholars and students around the world. This paper presents a critical review of the aforementioned article. The discussion is mainly centred on the relation between the research and communicative language teaching, strengths and weaknesses of the research, and reflection of the research findings on the authors’ learning and teaching experience.

Keywords:

communicative language teaching, games, vocabulary, vocabulary learning, vocabulary teaching

HARITS MASDUQI harits.masduqi.fs@um.ac.id Indonesia

1. Research Background

For decades linguists have been interested in conducting research on English vocabulary and vocabulary teaching. [1] Wehmeier, S., McIntosh, C., Turnbull, J., & Ashby,(2005) define vocabulary as “all the words in a particular language”. [2]Neuman, S. B., & Dwyer, 2009 p. 385 define vocabulary as ''words we must know to communicate effectively; words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)''. Furthermore, [3]Diamond (2006) state that vocabulary is “the knowledge of words and word meanings”. From these definitions, it can be inferred that vocabulary is the number of words we need to master in order to effectively communicate with others, expressing our ideas, thoughts, and feeling, as well as comprehending what other people say to us.

[4]Dellar, H. & Hocking, 2000 believe that learning vocabulary plays an important role in the success of language learning. They argue that learners of English will see their improvement when they learn English words and expressions rather than when they focus more on learning English grammar. Some studies confirm that vocabulary knowledge is important in language learning as it gives students a greater ability to generate well- organized writings and assists them to understand utterances [5]–[7].

For foreign language learners, learning vocabulary poses some challenges. [8]Thornbury, 2007 points out two

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5 Fatimah, Harits Masduqi. Learning Vocabulary Through Games: A Critical Review Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 64-69

challenges for EFL learners in learning vocabulary. First, learners of English find it hard to relate the form of words and their meaning correctly. For example, English learners must be able to differentiate meanings of closely related words such as the words lush and plush. The second issue is using the correct forms of words when they produce the language (e.g. rise not raise, nose not noise, bought not brought). In addition to the two challenges, students also find it hard to choose correct words in their language production. Take for example students might be confused whether they have to choose the word use or wear to complete the sentence “I glasses” (the proper sentence is “I wear glasses”).

In the context of English language teaching, [9] C. L. Furneaux 1999 [9]asserts that vocabulary teaching pertains to “the selection and presentation of words (lexis) for learners”. The purpose of vocabulary teaching is, therefore, to facilitate students to comprehend the concepts of unfamiliar words, acquire a significant number of new words, and use the words acquired to communicate with others effectively [10]. There have been numerous studies and notions discussing the techniques of teaching vocabulary which are proposed by prominent scholars such as [8], [11]–[15]Brewster, J., Ellis, G. and Girard, 2003; Brown, 2007; Harmer, 2007; Larsen-Freeman, D., and Anderson, 2011; Takac, 2008; Thornbury, 2007. When teachers want to introduce new words, for example, there is a chance that some students might know some of the words. Teachers are, therefore, encouraged to do elicitation to activate the students‟ prior knowledge of the vocabulary introduced.

In relation to vocabulary teaching in the context of English as a Foreign Language (EFL), [16]Huyen, N.T.T.

& Nga (2003) published their article entitled “Learning Vocabulary through Games” in the Asian EFL Journal in December 2003. As of May 2021, the article has been quite influential and cited for 381 times by scholars and students around the world. For that particular reason and personal research interest, the present authors are interested in critically reviewing the article. The critical review is mainly centred on the relation between the research and communicative language teaching, strengths and weaknesses of the research, and reflection of the research findings on the authors‟ learning and teaching experience.

2. Relation between the Research and the Language Theory

In the background of their article, [16]Huyen, N.T.T. & Nga (2003) point out some reasons why Vietnamese students tend to have a negative attitude toward learning vocabulary although they are aware of its importance in learning English. Having explained about the effective application of communicative language teaching (CLT) in Vietnam, they claim that vocabulary games are suitable in a CLT classroom since the games give a meaningful activity as well as an opportunity to students to apply their language skills. Furthermore, they end their research background by raising a question of whether the games effectively improve the students‟ vocabulary skills or not and in what ways the games are effective.

In the literature review, the two researchers compare the way vocabulary is taught using a traditional method and a CLT approach. In the traditional way, the students learn vocabulary through memorization of a list of words given by a teacher without applying those words contextually. According to the researchers, this technique is unsuccessful as students easily forget the words they have memorised. They also support this argument by stating other experts‟ opinion showing the ineffective use of memorization in learning vocabulary. Conversely, in the CLT approach, the learners are involved in various meaningful activities and tasks in order to increase their communicative competence. Then, highlighting Newton‟s (2001) CLT point of view, they discuss previous researchers‟ statements dealing with the use of vocabulary games, their advantages, and role in vocabulary learning. The discussion leads to the researchers‟ argument that game is a powerful means in teaching vocabulary.

As seen in both the background and the literature review, [16]Huyen, N.T.T. & Nga (2003) mention the term communicative language teaching (CLT) as an approach that is applied in the Vietnam curriculum. In the field of language teaching, CLT has been around as an influential approach for more than two decades. The concept is basically generated from Hymes‟ idea, in which he defines language teaching as efforts aimed at developing

“communicative competence”. Competence in Hymes‟ view was a response to the model of language competence and performance proposed by Chomsky, which many linguists considered it too narrow a concept. To broaden this, Hymes suggests that language competence should encompass both linguistic and social aspects and that the ultimate goal of language teaching should be providing learners with all skills needed to be communicatively competent in a speech community [17] p. 159. In CLT practices, the activities should involve real communication and meaningful tasks. Therefore, the use of authentic materials is recommended.

[16]Huyen, N.T.T. & Nga (2003) discuss games as a means of teaching vocabulary in a communicative way.

This technique matches with Canale, 1983 five guiding principle of communicative competence, i.e., coverage of competence areas, communication needs, meaningful and realistic interaction, the learner‟s native language skills, and curriculum-wide approach. Games can meet the first principle because while playing the games, learners are making real communication. Regarding the second principle, games can fulfil the students‟ need for a new and communicative way of learning vocabulary. It is an alternative solution to replace the boring traditional method such as memorization. In relation to the third principle, games are meaningful because they can put a real-life topic into practice. Concerning the fourth principle, games are not a new activity for the students. They learn their mother tongue through playing games on words as well. Finally, games go with the curriculum-wide approach because this kind of activity provides the students with information as well as practice.

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Fatimah, Harits Masduqi. Learning Vocabulary Through Games: A Critical Review Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 64-69

It should be noted that communicative language teaching as an approach is not always compatible with certain contexts [19], [20]. In several countries with EFL contexts, even though the implementation was supported by governments and institutional authorities, the implementation of communicative language teaching is often stressful for both the teachers and the students who were non-native speakers of English [19], [21], [30], [31], [22]–[29]. Many researchers argue that cultural differences in diverse teaching and learning communities are problematic for communicative language teaching practices as national language policies [25], [26], [32]–[34].

3. Research Aim, Method, Results, and Conclusion

After presenting the research background and literature review, [16]Huyen, N.T.T. & Nga (2003) describe the research aim, method, results, and conclusion. The researchers clearly state their aim of the study that is to find out whether the use of vocabulary games can effectively assist the students to learn vocabulary. In order to achieve their objective, an action research is conducted. The data is collected through a series of appropriate methods including trying out different kinds of games in real classes at the Distance Education Centre (DEC), observing some experienced teacher‟s classes at of Hanoi University of Foreign Studies (HUFS), reviewing teachers‟ lesson plans for games, interviewing teachers and students, conducting post-class survey and triangulation with another researcher who conducted a similar study.

The study reveals some results which are divided into three parts: students‟ expectations and attitudes, students‟ progress, and unanticipated problems. They describe each of the results sufficiently. In addition, they also present limitation of the study as well as the assumption made. The limitation of the study consists of the length of time in conducting the study, the place where the study is conducted, and the number of participants involved. Furthermore, the researchers assume that the students will not encounter any problems if the vocabulary learning becomes more active. In fact, this assumption is not completely right since the result shows that both the teacher and the students encounter some problems in playing the games.

In the research conclusion, [16]Huyen, N.T.T. & Nga (2003) report that students demand a new vocabulary teaching technique to replace the boring traditional method. Moreover, games positively correspond to vocabulary learning because they possess three characteristics. Firstly, games create a stress-free atmosphere in the classroom which helps the students to study well. Secondly, friendly competition among the students during the games can sustain their motivation in learning vocabulary. Thirdly, games bring a real-world context into the students‟

activity in the classroom.

4. Strengths and Weaknesses of the Research

This article generally provides valuable information for EFL teachers especially regarding the use of games in teaching vocabulary. [16]Huyen, N.T.T. & Nga (2003) convince the readers that vocabulary games are useful in increasing students‟ communicative competence and should not be considered only as a fun activity. To support their ideas, they provide some arguments in accordance with the effectiveness of vocabulary games. Furthermore, they also reveal some factors that can hinder the success of games in the teaching-learning activity. This information is crucial for the EFL teachers because they can learn and plan a certain game well in order to prevent problems faced in applying it in a classroom. They eventually suggest some considerations in choosing kinds of games used in the classroom.

Despite the strengths mentioned above, there are some weaknesses in this article. The weaknesses are mainly related to the methodology used in conducting the study. Regardless of the appropriateness of data collection, Huyen and Nga‟s explanation in this section lacks clarity in the areas of research participants, frequency of action research, the kinds of games applied, and the use of triangulation technique and review on lesson plans. The other weakness is the limited time of conducting the research.

The first unclear point is the participants involved in the study. [16]Huyen, N.T.T. & Nga (2003) state that the study involved students in their classes at the DEC and teachers at HUFS. Unfortunately, they do not give further explanation about the number of classes where they conducted the action research, as well as the exact number of students in each of those classes. In the method section, [16]Huyen, N.T.T. & Nga (2003) says „…we tried to apply as many games as possible in our classes [underlined by the writer] at the Distance education Centre…‟ (p.4). On the contrary, in the result they write “Most of the learners (17 out of 20) …‟ (p.5), we wonder whether the stated number is the total number of students in all classes or in each class. We also need more information concerning the level of the students‟ English proficiency. To our knowledge, this piece of information is necessary in order to show whether vocabulary games are appropriate for beginner levels or higher levels since we believe that vocabulary games work effectively only with beginner and low intermediate level students. Some studies have confirmed the effectiveness of games in teaching vocabulary to these levels of students [35]–[40].

Moreover, a brief explanation on terms as DEC and HUFS should be provided so that the readers know the difference between the two institutions. In addition, they should have mentioned the reason why they chose different places to conduct the action research and classroom observation.

The second point related to lack of clarity is the frequency of conducting the action research. It is stated that the study was conducted in two weeks. Yet, there is no clarification on how many days and hours or sessions that the action research was conducted. The frequency of vocabulary games carried out may significantly determine

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7 Fatimah, Harits Masduqi. Learning Vocabulary Through Games: A Critical Review Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 64-69

the result of the study. In our opinion, if the students are given the games too frequently, they will also get bored.

The third unclear point is the kinds of games applied in the action research. We think the types of games determine the success of the games themselves. They only present facts that games may fail and give some suggestion on factors taken into consideration in selecting games, without evidently mentioning the kinds of games applied in the action research.

The last weakness in the area of lack of clarity is the use of the triangulation technique and review of the other teachers‟ lesson plans. It is mentioned that the researchers interview another researcher who has conducted a similar study in the previous year. Unfortunately, in the discussion, [16]Huyen, N.T.T. & Nga (2003) only talk about the results which are based mainly on the interview with students and teachers, post-class survey, and observed lesson. It seems that the interview with the previous researcher and review of other teachers‟ lesson plans do not clearly contribute to the findings.

The other weakness is the length of time the research performed. [16]Huyen, N.T.T. & Nga (2003) only conducted the research in two weeks. In our opinion, two weeks is not sufficient enough to measure the students‟

progress in vocabulary. It would be better if the research was conducted in few months or even in one semester to get more acceptable results. In fact, they admit that it is difficult to evaluate the students‟ improvement due to the short period of time.

5. Reflection of the Research Findings on Our Learning and Teaching Experience

As described in the background of the study, English students in Vietnam feel bored with the way vocabulary is taught. We also experienced the same feeling when we learned vocabulary in junior high school. The vocabulary was taught separately from the context. The teacher gave the students a list of words that had to be memorized in the classroom. On that list, the teacher wrote down the words in English and gave their equivalence in Indonesian. Later, the teacher checked our mastery of those words orally. This technique was boring, frightening and meaningless. We could not store the words for a long time because there were many new words to remember and we rarely practice those words. We believe the condition happened because the objective of the teaching and learning process was not communication but grammar.

When we had our teaching practice in a senior high school, we observed that the teacher‟s teaching technique was different. The application of communicative language teaching had the teacher give more opportunities to the students to communicate more actively. Activities such as role-play, games on vocabulary, grammar, and reading as well as group discussion took place in classrooms. The students seemed to enjoy the activities although there were a few students reluctant to participate. In the research article, [16]Huyen, N.T.T. & Nga (2003) also find the same situation where not all students engage in the game activity.

As English teachers we also use vocabulary games as one of the classroom activities. However, we only employ it in a small class consisting of around 15 students. We never use games in a big class with 40 students because it is difficult to manage. In carrying out vocabulary games, we also come across the unanticipated problems mentioned by the researchers. Sometimes the game does not work as expected due to the students‟

unfamiliarity with the games and students‟ hesitation. From that experience, we learn that a teacher must give a clear and comprehensible instruction of the game rules and give students more time to understand the rules. There is no need to rush the game.

We agree with the researchers‟ observation that the use of students‟ mother tongue often takes place during the game. In our teaching experience, when we set up a group vocabulary game, we walked around the groups to check and frequently reminded our students to use English instead of Indonesian. We also agree with the researchers‟ argument that teacher plays an important role and that selecting and planning games are crucial in achieving lesson aims.

6. Conclusion

The article, Learning Vocabulary through Games, is useful for EFL teachers to understand the important role of games in learning vocabulary and communicative language teaching. This article lacks clarity in describing the research participants, frequency of action research, and kinds of games applied as well as having the drawback of the short period of time in conducting the research. Despite those weaknesses, on a positive note, this article supports the fact that using games as interesting classroom activities is meaningful for students‟ vocabulary acquisition. English teachers, therefore, should choose the games carefully and plan on how to use the games effectively in order to improve students‟ communicative competence.

We believe that further action researches investigating the effectiveness of using games in learning vocabulary or other language components need to be carried out. It is also necessary to conduct this kind of vocabulary research in a bigger class rather than in a small one. In doing so, future researchers could investigate the effectiveness of using games and students‟ collaborative work to improve students‟ vocabulary. This could be done through the integrated teaching of receptive skills (listening and reading) and productive skills (speaking and writing) which focus on students‟ vocabulary acquisition.

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Fatimah, Harits Masduqi. Learning Vocabulary Through Games: A Critical Review Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 64-69 7. Acknowledgements

This paper was written based on a research conducted at Sir Louis Matheson Library, Monash University of Melbourne, Australia before the COVID-19 Pandemic hit the world. The living cost during the library research was funded by the Australian Government Scholarships.

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Farah Ika Dhamayanti. EFL Students‘ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom. Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 70-77 Educafl 2021. Vol 4 No 2

ISSN: 2459-7775

Doi: 10.21776/ub.educafl.2021.004.02.03

EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom

Farah Ika Dhamayanti Universitas Negeri Surabaya

farahika11@gmail.com Indonesia

Article history: This study investigates the English as Foreign Language (EFL) students' perception and motivation toward Quizizz as e-learning media in English e-classroom. The total number of participants in this study is 106 students of 11th graders of Senior High School consisting of five classes who had experience toward Quizizz. A descriptive statistics approach is applied in this study. The data collected by using closed-ended questionnaire. The obtained data were analyzed by using SPSS version 25.00. The result shows most of EFL students had positive perception and motivation toward Quizizz.

Therefore, Quizizz as e-learning media can support the learning process in English e-classroom. It indicates that Quizizz is an appropriate e-learning media that can be used in English e-classroom and it can increase EFL students’ motivation during e-learning.

Received May 11, 2021 Revised May 18, 2021 Accepted June 30, 2021

Keywords:

perception, motivation, Quizizz, e-learning

Farah Ika Dhamayanti Universitas Negeri Surabaya farahika11@gmail.com Indonesia

1. RESEARCH BACKGROUND

Learning media plays a prominent part in the teaching-learning activity. The use of appropriate learning media can benefit learning activities and increase students' enthusiasm to receive the learning material. Learning media has the potential to increase students' knowledge in receiving the material provided by the teacher. In the era of Information and Communication Technology (ICT), learning media is associated with the use of technology. The development of technology is scurrying, especially for ICT development in the Industrial 4.0 era.

It refers to the transformation of industry through a network of intelligent machines and processes with information and communication technology (ICT). It has a significant influence on life and also on education.

Therefore, the use of technology in education has a substantial impact on the teaching-learning process.

Technology and learning media for teaching-learning processes cannot be separated; using technology as a learning media gives a practical aspect for students to receive messages and materials from the teacher. In addition, to make the students easily grasp the teacher's substance, technology can also make the teacher increase their creativity to use ICT. It is strengthened by [1] Afrizah, 2018 supported that ICT-based learning provides good opportunities for teachers and students to use modern learning media beyond their conventional media in the teaching-learning process. According to [2]Keengwe, J., & Georgina (2012) technological developments provide changes for the teaching-learning process. Integration of technology in learning gives some benefits to the educators and students to make a classroom more efficient and beneficial. In the current era, technology is almost used by all people including the Z generation or commonly referred to as the millennial generation. Gen Z's students cannot separate from the use of technology, including in education. The technology used automatically

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Farah Ika Dhamayanti. EFL Students‘ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom. Education of English as Foreign Language Journal (EDUCAFL). 2021: Vol. 4 (2): 70-77 changes the daily routine of gen Z as students born as technology users in the economy, social interaction, lifestyle, and education.

According to Indonesia Curriculum 2013 (K13), Information Communication and Technology (ICT) needs to integrate into the learning process to provide students with basic demands to realize their full potential in the digital environment. The learning material needs to add and integrate ICT content on essential competencies in the basic framework and structure of the 2013 curriculum on Senior High School (Permendikbud Indonesia No. 35, 2018). Teachers should know the development of technology in the educational process. In line with [3]Mulyani (2020) several learning aids can increase the students' learning participation and motivation to enhance the class environment in teaching and gaining knowledge activity. The learning aids in this digital era can be electronic learning (e-learning) media for teaching and learning activities. According to Naidu (2016) in [1]Afrizah (2018) e- learning refers to the use of network information and communication technology (ICT) in teaching and learning.

E-learning can assist throughout the learning environment of educational activity. The use of e-learning in English teaching takes a fast-paced structure and program of electronic activities for online learning to be successful [1]Afrizah (2018). Thus, in online learning classes, the teacher's motivation is needed to develop the students' motivation and participation. Therefore, E-learning can support the teaching-learning activity

Electronic learning can be used in certain subjects, for example, English. The use of technology in the teaching of English in school will give a lot of benefits to increase the students' participation and motivation, especially during the e-learning classes. The main problem is lack of interest of the students during English learning process [3]Mulyani (2020). Therefore, the teacher needs to use several methods to deliver the materials to make the learning situation not monotonous and tedious. Eventually, the students will not feel bored and unmotivated to learn English in the e-Classroom.

The current situation in Indonesia, especially for the educational aspect, cannot do direct learning due to the spread of CoronaVirus Disease 19 or COVID-19. All activities should be carried out from home. According to the Ministry of Education and Culture Indonesia, Nadiem Makariem, in circular number 4 of 2020 is concerning Implementation of Education in Emergency Coronavirus Disease (Covid-19), one of the essential points in this circular is the decision to do online learning for students was executed to offer a valuable learning impression during COVID-19 diseases. The learning action and task can differ among learners in consort with their respective ambition and circumstances, including clefts in access or learning amenities at home. Thus, based on this situation, e-learning is the best choice, and it can help the teacher enforce the teaching-learning activity from home or online. The students can access the material through an online learning class. Unfortunately, in Indonesia, during the e-learning classroom, the students are unfamiliar with the utilization of e-learn in academic activity. It will not be easy, especially in English learning. In offline learning, English is considered a complex subject for the students to understand because they are not encouraged to learn English. Therefore, the English e- learning classroom will be more complex than offline learning. Artino (2008) supported that lack of motivation has been identified as an inescapable constituent assisting in actual dropout rates [4]. Therefore, students‘

motivation is considered as a substantial element for the fruitfulness in online learning. The teachers are required to be creative in order to augment the EFL students‘ motivation and enthusiasm in the e-learning classroom.

In order to enhance a good perception and motivation of the EFL students during the e-learning classroom, appropriate learning media is needed under the use of technology. The learning media has a significant role in directing the students' behavior in a learning activity. [5]Puspitarini, Y. D., & Hanif, (2019) also gives confirmation that learning media can increase students‘ learning behavior and motivation. Motivation to memorize exists when the students engage deliberately in action by adopting its objectives and attempting to learn the concepts or mastering the skill it develops. The use of e-learning based on ICT can enhance the students' learning behavior. The E-learning class will be different from the regular class because it is using technology during its implementation. Although the students are the millennium generation who are the technology users for their daily needs, it has still become the challenge for the teachers and educators to make the students participate actively during online learning in the term of learning English.

To deal with the students' enthusiasm in English e-learning activity, building a good class atmosphere during learning activity is necessary. On the other hands, the teachers need to use good learning media or teaching aids to facilitate and engage the students' behavior in the English e-classroom. A suitable learning media can enhance the classroom situation and motivate the students in the learning process [6]. The other factor that influences the success of the teaching and learning process is the students‘ perception and motivation during its implementation of e-learning media in English e-classroom. Perception is a process that precedes the sensing process, which is the system that receives a stimulus from human beings across sensory devices or also considered perceptual processes, but so does the process stop, the stimulus continues. The following procedure is the phase of interpretation. According to [7]Keller, 2008, motivation is a psychological phenomenon in the form of encouragement to act with a specific purpose. By knowing students' perception, the teacher can understand students better. Recognizing students' perceptions is necessary because it plays a vital role for teachers or lecturers to evaluate students' perception. As stated by [8]Chen, Y., & Hoshower, (2003)students' perception is crucial for evaluating teaching effectiveness. Since the teacher already knows the perception of the students, the teacher can evaluate their teaching method.