https://journal.amca2012.org/index.php/ajeb/issue/feed AMCA Journal of Education and Behavioral Change 2022-04-28T08:07:41+00:00 Editor ajeb@amca2012.org Open Journal Systems <p><strong>AMCA Journal of Education &amp; Behavioral Change</strong> (<strong>AJEB</strong>) is an official international journal published by the Association of Muslim Community in ASEAN (AMCA) that emphasizes the study and implications of education and the process of behaviour change. This journal aims to provide the publication of high-quality reference papers in the field of education. Contributions are received from all relevant and insightful areas of behavior change. <strong>AJEB</strong> is issued twice a year (April and October). The journal is published in the online version, is free access and download. </p> <p><a><span class="blockTitle">e-ISSN</span></a><a><span class="blockTitle"> 2776-1185</span></a></p> https://journal.amca2012.org/index.php/ajeb/article/view/104 Trends and patterns of gender research in Indonesian folktales: Implications for primary education 2021-11-24T10:42:27+00:00 Sugiarti Sugiarti sugiarti@umm.ac.id Eggy Fajar Andalas andalaseggy@gmail.com Aditya Dwi Putra Bhakti aditya@umm.ac.id <p>The increasing awareness of researchers on the importance of gender equality in various fields influences the field of Indonesian literature. Folktales that have been considered as a source of noble values ​​began to be re-evaluated. Various forms of depiction that allegedly contain gender injustice are questioned. However, attention to gender issues in Indonesian folktales and their significance to education has not received serious attention. Using the Google Scholar database regarding the publication of scientific journals of Indonesian researchers in 2015-2021, this paper identifies patterns and trends of Indonesian researchers in analyzing gender issues in Indonesian folktales. Furthermore, a discussion of the implications of these findings for education is presented. This paper argues that the study of gender issues in folktales is still primarily focused on textual analysis. Applied research is needed that focuses on efforts to reconstruct stories from a gender perspective and use them in students’ reading texts, especially in primary education. In Indonesia, at the primary education level, folktales are often used as children’s reading material. Through these studies, an understanding of gender equality can be taught from an early age.&nbsp;</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Sugiarti Sugiarti, Eggy Fajar Andalas, Aditya Dwi Putra Bhakti https://journal.amca2012.org/index.php/ajeb/article/view/138 The impact of e-Learning utilization on students’ learning achievement in Basic of English grammar course 2022-02-25T08:15:53+00:00 Arman Arman armanalhaqq@gmail.com Abdul Hakim Yassi armanalhaqq@gmail.com Ria Jubhari armanalhaqq@gmail.com <p>This research aims to find out the impact of using e-Learning on students' learning achievement and discover the perspective of students on using e-Learning in basic English grammar course UIN Alauddin Makassar. The population of this research consisted of 106 students, of which 25 were taken from the English education department 1 and 2 as experimental group and 25 students from English education department 3 and 4 as controlled group. The method that was used in this research was quasi-experimental, pre-test, post-test controlled group design. The research result indicated that there was a difference between the students' post-test in the experimental group and the controlled group in basic English grammar courses. It could be seen from the t-test that the value of the t-test obtained sig. 0.01 &lt; 0.05.&nbsp; It meant that there were significant differences between the two groups. From the results of the data analysis of students' responses, it was found that it was positive for e-learning because of the percentage of students who scored 80%. From the results of the questionnaire, it was found that most of the students were interested, motivated and agreed to use e-learning in studying grammar. Based on the finding and discussion of the research, the researcher recommended that there was an impact on Students learning achievement and an improvement in students ability on the Basic of English Grammar Course after using e-Learning. In Addition, students are also interested, motivated, and agreed to use e-Learning in studying grammar.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Arman, Abdul Hakim Yassi, Ria Jubhari https://journal.amca2012.org/index.php/ajeb/article/view/139 ELT students’ metacognitive writing strategies 2022-02-25T08:22:34+00:00 I Gusti Nyoman Eduard Valentino Amawa arnawavalentino@gmail.com <p>Academic Writing is one of the writing courses that are required for students majoring in an English education program, where students can have firsthand experience in making use of the language that they have learned in order to compose an academic text. The difficulty of making these academic texts using a second or foreign language requires effective use of metacognitive writing strategies. However, students’ use of these strategies did not all produce the expected positive result. This study aimed to find out the kind of metacognitive writing strategies that Academic Writing students use and how these strategies affected their writing. The participants of this study were nineteen Academic Writing students at a university in Central Java. The data were collected qualitatively by using mixed questionnaires and semi-structured interviews to get in-depth information from the participants. The findings found that the participants made use of all the strategies at different rates. Each participant produced different writing outcomes due to the differences in metacognitive awareness and personal preferences in writing. The findings in this study also reflected the positive outcome from making use of metacognitive writing strategies on overcoming the participants’ shortcomings in writing. Other findings, such as participants’ perceptions on metacognitive writing strategies and how they preferred to learn metacognitive writing strategies based on their experiences would also be found in this study.&nbsp;</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 I Gusti Nyoman Eduard Valentino Amawa https://journal.amca2012.org/index.php/ajeb/article/view/140 Using L1 in the teaching of English as a foreign language 2022-02-25T08:27:10+00:00 Jalaluddin Jalaluddin jalaluddinak@gmail.com <p>The recent discussion of the use of L1 in teaching English as a foreign language (EFL) has now focused on how to use the L1 effectively. Most researchers and advocates agree that L1 use is inevitable because it is a natural part of language teaching activities. Although many have suggested that language educators should be able to use L1 in the classroom wisely and judiciously, not many researchers have done investigated the ideal way to use L1. Employing a qualitative approach, this research focuses on investigating the factors encouraging three English lecturers to use L1 during their teaching activities in an Indonesian university. A semi-structured interview was employed to collect the data and, then, the data was analyzed using the narrative analysis approach. The findings reveal that the three English lecturers use L1 in their teaching activities in the classroom depending on some basic factors. The factors encompass the students’ mood, English proficiency level of the students, level of subject difficulty, students’ motivation, and classroom atmosphere. The result of the study challenges the advocates who support the use of full English instruction in the classroom activity to reconsider their theory. It is suggested that a future study should be conducted in the same field by involving a bigger number of participants from different universities and employing more than one data collection method. In addition, a future investigation about the effect of L1 use on the students’ achievement is also worth conducting.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Jalaluddin https://journal.amca2012.org/index.php/ajeb/article/view/141 EFL Student's Difficulties Toward IELTS Writing Task 2 2022-02-25T08:32:55+00:00 Olivia Tikupasang oliviatiku05@gmail.com Sri Hardiyanti oliviatiku05@gmail.com Arman Arman oliviatiku05@gmail.com <p>Having assessed the IELTS writing class, the researchers found that the EFL students’ IELTS writing task 2 was still below the standard. This problem shows that writing is still a complex skill faced by EFL students. This study aimed to analyze the problems and errors faced by EFL students in writing IELTS task 2. The instrument of this research was archival documents. A descriptive qualitative approach was employed with the total samples were 5 learners. The research focused on finding out the writing problems made by EFL students and finding out the most frequent problems and errors written by them. The problems were divided into some classifications namely: problem in word choice, punctuation, spelling, and language use involving grammatical area: error of verb, noun, pronoun, adjective, adverb, article, preposition, and conjunction. The finding showed that learners encountered some difficulties such as language use 72 (73%), punctuation 8 (8%), spelling 7(7%) and word choice (11%) From the fourth difficultness encountered by EFL Learners language use had the most portion in term of the error made by the learners.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Olivia Tikupasang, Sri Hardiyanti, Arman https://journal.amca2012.org/index.php/ajeb/article/view/142 The speech disfluency in Ellen degeneres talk show: A psycholinguistics study 2022-02-25T08:37:04+00:00 Silvana Hermawan silvanahermawan1@gmail.com <p>This study aimed: (1) to find out the various types of speech disfluency occurred in Ellen DeGeneres Show conversation and (2) to reveal the dominant types of speech disfluency during the conversation. This research was descriptive qualitative and quantitative research. Population of the research was the whole speakers’ utterances on Ellen DeGeneres Show until season 15. There were ten segments from nine episodes in season 13-15 as the samples which were chosen by purposive sampling technique. These data were collected by downloading the video from YouTube. The writers identified and classified the utterances into speech disfluency types based on Yarrus and Reardon’s theory, then calculated its frequency and percentage. The results show that not all speech disfluency types which are proposed by Yarrus and Reardon appear in all speaker. The case frequencies and the types that occur are 119 (31,04%) for Interjections, 95 (22,392%) for Repetitions which consists of 36 (8,96%) for Phrase Repetition, 1 (0,23%) for Multisyllabic Whole Word Repetition, 40 (10,212%) for Monosyllabic Whole Word Repetition, 18 (4,53%) for Stuttered Disfluencies, and Revision is at 32 (8,23%). Therefore, from the 246 speech disfluency cases which are uttered by the speaker in the Ellen DeGeneres Show, the most dominant type belongs to Interjections.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Silvana Hermawan https://journal.amca2012.org/index.php/ajeb/article/view/130 Enhancing Indonesian EFL students’ learning outcomes by implementing brain gym 2022-02-18T14:36:15+00:00 Munirah Munirah munirah@unismuh.ac.id Aziz Thaba munirah@unismuh.ac.id Amaluddin Amaluddin munirah@unismuh.ac.id <p>The extracurricular activities and self-development after learning activities required extra energy from the students. Therefore, the students’ learning outcomes were not maximally achieved. Therefore, the purpose of this study was to enhance the students’ learning outcomes of learning English before and after the application of the integration of the scientific approach with brain gym activity. This research was an experimental research design with one group pretest-posttest design. The population of this study was students of class XI SMA Negeri 4 Luwu Utara, Indonesia. The sample of this research was 32 students of class XI 1 Department of Social Studies. &nbsp;However, the final sample amounted to 28 people who met the requirements. Collecting data used was learning outcomes tests. The data were analyzed by using SPSS Application. The results showed that teaching the English language by implementing brain gym activity could enhance the EFL students learning outcomes.</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2021 Munirah Munirah, Aziz Thaba, Amaluddin https://journal.amca2012.org/index.php/ajeb/article/view/153 The effect of training models and flexibilities on the performance of service in sepaktakraw game 2022-04-14T14:09:48+00:00 Hariadi Said hariadisaid_gto@rocketmail.com Asri Syam mhariadisaid_gto@rocketmail.com <p><strong>ABSTRACT</strong></p> <p>This study aimed to look at the differences in the effect of exercise models and leg flexibility on service performance in sepaktakraw games. This research was conducted at FIKK UNG Gorontalo. The method used was an experimental method with a 2x2 simple factorial design. Through simple random sampling, this study involved a number of 40 samples. The results showed that: 1) The gradual training model had a better influence on the performance of upper service in a sepaktakraw game than that of the actual service training model (p &lt;0.05), 2) For the group of high limb flexibility, the gradual training model had a better effect on performance top service in sepaktakraw games than the actual service training model (p &lt;0.05), 3) For low flexibility, the actual service training model has a better effect on the performance of top service in sepaktakraw games than the gradual service training model (p &lt;0.05), 4) There is an interaction between the training model and the flexibility of top service performance in sepaktakraw play (p &lt;0.05).</p> 2022-04-28T00:00:00+00:00 Copyright (c) 2022 Hariadi Said, Asri Syam