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Nurteteng
Universitas Pendidikan Muhammadiyah Sorong

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Enhancing Students' Speaking Skills in Expression Through the Dubbing Technique Zainal Abidin; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of the dubbing technique in enhancing students' speaking skills, particularly in terms of pronunciation, fluency, and overall expression. Conducted with a pre-experimental one-group pretest-posttest design, the research involved nine students from the XII IPA class at SMA Muhammadiyah Al-Amin. Initial assessments indicated that 75% of the participants struggled with accurate pronunciation, leading to issues such as pauses, mumbles, and a lack of fluency. Through a series of dubbing activities, where students imitated native speakers and practiced dialogues within context, notable improvements were observed. Post-intervention results showed significant progress in students' speaking abilities, with enhanced pronunciation accuracy, increased fluency, and greater confidence in expression. The study concludes that the dubbing technique is a valuable tool in language education, offering an engaging and practical approach to improving speaking skills. The findings suggest that incorporating dubbing exercises into language curricula can effectively address common challenges in speaking proficiency, leading to more confident and competent speakers.
Boosting Vocabulary Skills in Young Learners Using Mnemonics and the Fly Swatter Game Fahira Namsa; Nursalim; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Vocabulary acquisition is a cornerstone of language learning, particularly for young learners, as it forms the foundation for effective communication and comprehension. This research aimed to examine the effectiveness of using mnemonic strategies combined with the Fly Swatter game to enhance vocabulary learning among 5th-grade students at SD Muhammadiyah Aimas, Sorong Regency. Vocabulary acquisition is a vital component of language learning, yet many young learners face difficulties in memorization and retention. By incorporating an engaging and interactive teaching method, this study sought to improve both learning outcomes and student motivation. Using a pre-experimental One Group Pre-test Post-test design and a quantitative approach, data were collected from 40 students through vocabulary tests consisting of multiple-choice and matching questions administered before and after the intervention. Statistical analysis revealed a significant improvement, with average scores increasing from 57.5 on the pre-test to 85.8 on the post-test. These results demonstrate that combining mnemonic strategies with interactive games effectively enhances vocabulary learning and retention. The findings underscore the importance of integrating creative teaching methods that foster active participation and create a dynamic learning environment. This approach not only supports better academic performance but also increases student engagement and interest in language learning. Teachers are encouraged to adopt such innovative strategies to address common learning challenges and make vocabulary acquisition more effective and enjoyable.
English Teachers’ Perceptions of the Transition from the 2013 Curriculum to the Merdeka Curriculum Adrianus Eban Lamadoken; Nurteteng; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study explores the perceptions of English teachers regarding the transition from the 2013 Curriculum to the Merdeka Curriculum at SMP Negeri 11 Sorong Regency and SMP Muhammadiyah Sorong Regency. Using a descriptive qualitative design, data were collected through interviews with five English teachers—three from SMP Negeri 11 and two from SMP Muhammadiyah. The interviews included ten questions aimed at understanding teachers’ views on curriculum implementation, their responses to the transition, and the challenges they face. The findings reveal that while the Merdeka Curriculum offers benefits such as flexibility and a focus on holistic student development, it also presents significant challenges. These challenges include inadequate training, limited resources, and difficulties in adopting new technologies. Teachers noted both positive and negative aspects of the transition, such as opportunities for personalized learning but also increased workload and the need for more preparation time. Furthermore, the training received was found to have varying levels of effectiveness, highlighting the need for consistent and comprehensive professional development. This study emphasizes the importance of addressing these challenges to ensure the successful and equitable implementation of the Merdeka Curriculum across Indonesia’s diverse educational landscape. Insights from this research can guide policymakers and educators in enhancing teacher support and curriculum adaptation strategies
A Comparative Study of Students Motivation in Learning English with Curriculum 2013 and Merdeka Curriculum Yosafat Watem; Nurteteng; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the impact of curriculum design on student motivation in learning English, comparing the Merdeka Curriculum and Curriculum 2013 at SMAN 4 Raja Ampat. A total of 80 students participated, with 40 first-grade students taught under the Merdeka Curriculum and 40 second-grade students taught under Curriculum 2013, selected through random sampling. Motivation levels were assessed using a 20-item Likert-scale questionnaire measuring intrinsic and extrinsic motivation. Data were analyzed using descriptive statistics and an independent samples t-test to determine significant differences between the two groups.The findings revealed that students in the Merdeka Curriculum group demonstrated significantly higher motivation levels (Mean = 4.20, SD = 0.40) compared to those in the Curriculum 2013 group (Mean = 3.80, SD = 0.50). A statistically significant difference was observed (t = 3.36, p = 0.001), highlighting the Merdeka Curriculum’s effectiveness in fostering student motivation through its flexibility and contextual relevance. Additionally, 62.5% of students in the Merdeka Curriculum group exhibited high motivation, compared to only 30% in the Curriculum 2013 group. These results underscore the importance of adopting student-centered and adaptive curricula, particularly in remote and diverse educational settings. The study recommends professional development for teachers to maximize the potential of flexible curricula and further research on their long-term academic impacts.
Teachers' Strategies for Teaching Speaking Skills in Online Classes During the COVID-19 Pandemic Venni Devita Mayor; Nurteteng; Rizqi Claudia Wardani H
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study examines the strategies used by teachers to teach speaking skills in online classes during the COVID-19 pandemic. A qualitative descriptive approach was used, with data collected through observations, interviews, and documentation. The findings show that teachers effectively used digital tools like WhatsApp, Zoom, and Google Meet to support speaking instruction. Key methods included conversation-based learning, such as role-playing and dialogue creation, and discussion-based strategies, like group debates. Teachers also provided regular feedback on live and recorded tasks to help students improve their speaking fluency and confidence. Despite challenges like limited internet access and varying digital skills, teachers adapted by simplifying tasks, offering flexible submission options, and maintaining communication. One significant finding is that using recorded dialogue submissions allowed students to practice at their own pace, reducing anxiety and improving participation. This study highlights how combining technology with student-focused teaching methods can overcome the limitations of online learning, offering practical insights for educators and policymakers to enhance speaking instruction in virtual classrooms.
The Influence of The Arabic Curriculum on Students’ Motivation and Perception in English Learning Abdul Rahman Dzulhijah Sofyan; Agus Setiawan; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the influence of an Arabic-oriented curriculum on students’ motivation and perceptions in learning English at a modern Islamic boarding school. English learning in multilingual educational contexts often presents unique challenges, particularly when another foreign language dominates daily instruction. This research aims to explore how the Arabic curriculum shapes students’ motivation and perceptions toward English learning. A qualitative case study design was employed. The participants were ten male students of Grade 3 TMI at Al-Ghuroba Modern Islamic Boarding School. Data were collected through questionnaires, in-depth interviews, and documentation. The questionnaire was used to identify students’ levels of motivation, while interviews explored students’ perceptions and learning experiences. The data were analyzed using descriptive qualitative analysis and thematic analysis to identify recurring patterns and meanings. The findings reveal that most students demonstrate moderate to high motivation in learning English, particularly when learning activities involve vocabulary practice and game-based tasks. These activities make English learning more enjoyable and meaningful for students. However, students still experience difficulties in grammar, translation, and sentence construction. Students’ perceptions of the influence of Arabic on English learning vary, indicating that multilingual exposure affects learners differently. Despite these challenges, students generally perceive English as useful for school activities and future opportunities. This study suggests that maintaining interactive learning strategies and providing clearer guidance in challenging areas can enhance English learning in Arabic-oriented educational settings
Analysis of Code-Mixing Patterns in English Students Daily Conversation Apriani Sarce Mince Kalasuat; Rizqi Claudia Wardani.H; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigated the patterns of code-mixing used by students of the UNIMUDA English Department in daily conversational interactions and the factors influencing its use. A descriptive qualitative design was applied. The data were collected through naturalistic observation, questionnaires, and interviews involving five active students. The conversational data were analyzed using thematic analysis and categorized based on Muysken’s (2000) code-mixing theory.The findings showed that three patterns of code-mixing occurred: intra- sentential code-mixing, inter-sentential code-switching, and tag switching. Intra- sentential code-mixing was the most dominant pattern, as participants frequently inserted English lexical items into Indonesian sentence structures to maintain fluency and efficiency. Inter-sentential switching was used to clarify meaning and emphasize ideas, while tag switching functioned as a pragmatic marker in interaction. The study also revealed that code-mixing was influenced by internal factors, namely language identity and language proficiency, and external factors, including social situation and communicative purpose. Among these factors, communicative purpose was the most dominant, as code-mixing helped participants achieve clarity, emphasis, and smooth communication. Overall, code- mixing functioned as a strategic communicative practice rather than merely a linguistic habit.
Utilizing Visual Grammar Cues to Support Students’ Writing in the Simple Present Tense Gita Christ Natalia Faidiban; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study explores the effectiveness of visual grammar cues in enhancing students’ ability to write using the simple present tense. The research was conducted at MTs Muhammadiyah 1 Salawati and involved 22 eighth-grade students. The objective was to determine whether visual grammar-based instruction could improve students’ grammar mastery in writing, particularly in understanding and applying the simple present tense. Using a pre-experimental design with a one-group pre-test and post-test approach, students’ writing performance was measured before and after the intervention. Data were analyzed using SPSS version 25.0, specifically the Paired Sample T-Test, to determine statistical significance. The results revealed a notable improvement in students’ scores from an average of 54.77 on the pre-test to 76.86 on the post-test with a significance value of 0.00 (p < 0.05). These findings indicate that the use of visual grammar cues significantly supports students’ comprehension and usage of grammar rules in writing. The implications suggest that visual grammar is a promising instructional strategy, particularly for visual learners, as it simplifies abstract grammatical concepts into more concrete and engaging forms. In conclusion, incorporating visual grammar cues into English instruction can be an effective method to improve students' mastery of verb tenses and sentence structure in writing.
Multimedia and Game-Based Approaches in Vocabulary Instruction: A Study on Young EFL Learners Using YouTube and Taboo Games Rhika Sary Amriyanti; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of integrating YouTube videos and the Taboo game in improving vocabulary acquisition among young EFL learners at SD Muhammadiyah Aimas. The study aimed to determine whether the combination of multimedia learning and game-based activities could enhance students’ vocabulary mastery and engagement in the learning process. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design involving 20 fourth-grade students from Class IVA. Data were collected through vocabulary tests consisting of multiple-choice and matching items administered before and after the intervention. The collected data were analyzed using SPSS to examine descriptive statistics and conduct a paired sample t-test. The results indicate a substantial improvement in students’ vocabulary performance after the implementation of the instructional strategy. The mean score increased from 50.75 in the pre-test to 80.75 in the post-test, demonstrating a significant gain in vocabulary mastery. The paired sample t-test produced a p-value of 0.000, which is lower than the significance level of 0.05, indicating a statistically significant difference between the pre-test and post-test scores. These findings suggest that the integration of YouTube videos and the Taboo game provides an effective learning environment that supports vocabulary development among young learners. The use of YouTube videos provided rich audiovisual input that helped students understand vocabulary through contextualized visual and auditory cues, while the Taboo game encouraged active participation, collaboration, and vocabulary retrieval during classroom interaction. Together, these approaches created an engaging and student-centered learning atmosphere that increased motivation and participation in vocabulary learning activities. The integration of multimedia learning and game-based instruction can effectively enhance vocabulary acquisition among young EFL learners. The findings highlight the potential of combining digital media and interactive games as an innovative strategy for vocabulary instruction in elementary school contexts. Future studies are recommended to involve larger participant groups and explore different vocabulary categories to further validate the effectiveness of this approach.
Co-Authors Abdul Rahman Dzulhijah Sofyan Adrianus Eban Lamadoken Agus Setiawan Apriani Sarce Mince Kalasuat Fahira Namsa Gita Christ Natalia Faidiban Nursalim Rhika Sary Amriyanti Rizqi Claudia Wardani H Rizqi Claudia Wardani.H Venni Devita Mayor Yosafat Watem Zainal Abidin