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I Gede Yoga Permana
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The Art of Teaching English as a Foreign Language (TATEFL)
Published by Sekolah tinggi keguruan dan ilmu pendidikan Agama Hindu Singaraja
ISSN : 26568942     EISSN : 26848546     DOI : https://doi.org/10.36663/
Core Subject : Education,
Languange, Linguistic, Communication & Media
Tatefl is a scientific journal published by the English Department of Education STKIP Agama Hindu Singaraja. This journal aims to accommodate articles of research results of community service in the field of education and learning about English education. In the end this Journal can provide a description of the development of science and technology in the field of education for the academic community.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 10 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025): November" : 10 Documents clear
Communication Strategies by English Lecturers and Class Coordinators: An Analysis of Hofstede's Cultural Dimensions Mahardika, Kadek; Adnyani, Ni Luh Putu Sri; Ramendra, Dewa Putu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.967

Abstract

This study aims to classify the communication strategies used by English lecturers and class coordinators in WhatsApp messages and describe how class coordinators respond to English lecturers' communication strategies in the context of Hofstede's cultural dimensions. This research method uses qualitative descriptive. The instrument in this study is document analysis in the form of screenshots of English Lecturer and Class Coordinator. Data analysis in this study used six steps: (1) Data organization and preparation, (2) Preliminary reading of Data, (3) Data Coding, (4) Developing themes and categories, (5) Detailed analysis and representation, (6) Interpretation of findings. The results of the analysis based on Hofstede's cultural dimensions show that English lecturers generally respond to messages in a relaxed and concise manner, while class coordinators use a more polite and formal tone in their communication. These findings reveal clear differences in communication styles, reflecting the hierarchical dynamics inherent in the educational environment. This study contributes to the understanding of communication practices in academic settings, emphasizing the influence of cultural dimensions on interaction strategies.
The Liveworksheets in Vocabulary Learning: Implementation and Perception of EFL Students Dewi, Ni Nyoman Risa Aryana
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.972

Abstract

This study investigates the implementation of the Liveworksheets application in vocabulary learning for 8th-grade students at a public high school in Bali and explores students’ perceptions of its use. While existing literature has primarily emphasized the technical features of Liveworksheets and its general application in language learning, there remains a significant research gap in understanding how this tool is practically integrated into vocabulary instruction within offline classroom settings—particularly in Indonesian secondary education—and how students perceive its effectiveness. To address this gap, this research employs a descriptive qualitative approach, incorporating document analysis, classroom observations, questionnaires, and in-depth interviews with an English teacher and students. The findings reveal that Liveworksheets is used mainly as a formative assessment tool, supporting vocabulary retention through features such as automatic feedback and interactive formats. Students identified benefits such as personalized learning, ease of access, and increased motivation, though challenges related to internet connectivity and device limitations persist. This study contributes practical insights into the pedagogical use of interactive digital worksheets in vocabulary learning, particularly in offline classroom environments in Indonesia.
PLEASE Strategy in Writing: An Experimental Study in EFL Senior High School in South Sumatra Azzahra, Fatimah; Astrid, Annisa; Riznanda, Winny Agustia
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.975

Abstract

Writing remains one of the most challenging skills for English as a Foreign Language (EFL) students, particularly in organizing ideas coherently and expressing them clearly. In Indonesian senior high schools, students often struggle with paragraph development due to limited strategic guidance and reliance on standard teaching techniques. To address this issue, this study investigated the effectiveness of the PLEASE (Pick–List–Evaluate–Activate–Supply–End) Strategy in improving the writing achievement of eleventh-grade students of MAN 2 Palembang. A quasi-experimental method with a quantitative approach was applied, involving two groups: one experimental group receiving PLEASE strategy instruction and one control group with teacher’s strategy. The writing test was administered before and after the treatment and evaluated through descriptive and inferential statistical analyses, including independent and paired-sample t-tests. The results revealed a significant improvement in the experimental group and a notable difference between the experimental and control groups. These findings indicate that the structured and metacognitive nature of the PLEASE strategy effectively enhances students’ ability to plan, organize, compose, and refine paragraphs. Future research may explore its application across different writing genres or integrate it with digital media to optimize writing instruction in diverse EFL contexts.
The Investigation of Teachers’ and Students’ Attitudes and Enjoyment towards ChatGPT for English Language Learning Winarsa, Ni Made Karina Putri; Santosa, Made Hery; Indrayani, Luh
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.979

Abstract

Previous research on ChatGPT has revealed mixed attitudes among teachers and students, highlighting the need for further investigation. While most studies focused on the university level, there is an essential gap in attitude research focusing on secondary school settings, exploring the enjoyment that affects attitudes. This study aimed to investigate teachers’ and students’ attitudes and enjoyment towards ChatGPT in English language learning. An explanatory sequential mixed-method design was employed, involving 8 English teachers and 311 students from a secondary school in Singaraja. The data in this study were collected through questionnaires and interviews. The quantitative findings showed positive attitudes among teachers and students, but based on the constituent aspects, it is shown that teachers tended to have more positive attitudes than students. Qualitative interviews further highlighted that ChatGPT contributed to emotional experiences influenced by the tool's strengths and weaknesses, as well as social perceptions of users. These findings suggested that integrating ChatGPT into English language learning stimulated positive responses due to its advantages in reducing academic burdens. However, the tool's shortcomings have also drawn attention, including triggering negative behavioral risks and overreliance among students. English educators needed to guide students in using ChatGPT more ethically by rechecking and confirming students' answers suspected to be AI-based. In addition, policymakers can initiate ChatGPT and AI training periodically to enhance teachers’ compatibility, particularly for senior teachers.
Values of Tri Hita Karana’s Palemahan in Roald Dahl’s The Twits Purwanita, Kadek Agina; Suwastini, Ni Komang Arie; Mahayanti, Ni Wayan Surya; Hadisaputra, I Nyoman Pasek; Myartawan, I Putu Ngurah Wage
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1024

Abstract

One of the impacts of globalization is the amount of waste that damages the environment. One of the Balinese local wisdoms that can serve as a guideline for protecting the environment is the concept of Palemahan. In some studies, the value of Palemahan has been shown to enhance students' environmental care attitudes. To make it more interesting, Palemahan can be taught through novels. This study analyses the internalisation of Palemahan values reflected in the non-human protagonist characters in the book The Twits by Roald Dahl. Using the qualitative approach of Miles, et al., (2014), this study identifies how animals, such as the Muggle-Wump monkey and birds, practice key aspects of Palemahan values. The results showed that Roly Poly implemented the value of helping other animals four times, educating other animals once, and collaborating with other animals twice. At the same time, the Muggle Wump character embodies Palemahan values by longing for a harmonious habitat, showing sympathy for other animals, and occasionally helping them. This study found that The Twits contains Palemahan values that students can learn. This education guides teachers to integrate Palemahan local wisdom values through the novel The Twits, aiming to improve students' environmental awareness and develop innovative, relevant teaching materials.
The Practice, Challenge and Solution of English Teaching for Students with Reading Disability in An Inclusive Classroom Wijayanti, Ni Luh Eka Ciptarini; Utami, I G A Lokita Purnamika; Budiarta, Luh Gd Rahayu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1049

Abstract

This study investigates the implementation of English teaching for students with reading disabilities within an inclusive classroom at one school in East Bali. Employing a case study design, the research aims to explore the teaching procedures, challenges encountered by the teacher, and strategies employed to address these challenges when instructing students with reading disabilities. The subject of this study is an English teacher responsible for class 8A, which includes a student with a reading disability. As the sole participant, the teacher serves as both the population and the sample. Data were collected through classroom observations and in-depth interviews with the teacher, then analyzed using Miles and Huberman’s Interactive Model of Qualitative Data Analysis. The findings reveal that English teaching in the inclusive classroom follows three main stages: pre-activity, while-activity, and post-activity. Key challenges identified include managing students with reading disabilities, handling a large class size, and coping with limited resources. To overcome these challenges, the teacher employs various strategies such as the use of the bilingual method, reading aloud, and giving positive reinforcement. This study enhances theoretical understanding of English language teaching for students with reading disabilities in inclusive settings and offers practical insights for educators to effectively support diverse learners. The findings have important implications for improving instructional practices in inclusive education, particularly in resource-constrained contexts, and provide a foundation for teacher training programs aimed at fostering equitable language learning opportunities for all students.
Exploring Teachers’ Perception and Assessment Practices in Differentiated English Instruction Putri, Putu Diah Marcelina; Dewi, Ni Luh Putu Eka Sulistia; Paramartha, A .A. Gede Yudha
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1064

Abstract

This study investigated English teachers’ perceptions of assessment in differentiated instruction (DI) and the challenges encountered in its implementation at SMP Negeri 1 Singaraja. Employing a qualitative case study approach, data were collected through questionnaires and semi-structured interviews with four English teachers. The findings reveal that teachers perceive assessment within DI as a vital tool for identifying students’ readiness, supporting instructional differentiation, enhancing motivation, and aligning learning activities with clear objectives. Teachers also emphasize the importance of using varied assessment methods to accommodate diverse learning styles and profiles. However, several challenges emerged, including large class sizes, time constraints, creativity demanded, student disengagement, and difficulties in maintaining fairness. These findings highlighted the gap between theoretical ideals and practical realities, underscoring the need for targeted professional development and systemic support. The study contributes to the growing body of research on differentiated instruction in the Indonesia educational context and offers insights into how assessment can be better integrated to support inclusive and equitable learning.
Differentiated Learning as a Humanistic Approach to Improving the Quality of Education in Indonesian Context Wijaya, Dewa Ayu Made Ratih Putri; Juniarta, Putu Adi Krisna; Mahendrayana, Gede
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1098

Abstract

This study aims to examine the application of differentiated learning as a humanistic approach to improving the quality of education in Indonesia. The study was conducted using a systematic literature review using the PRISMA approach of sixteen scientific articles published between 2022 and 2025. Article selection was based on specific inclusion criteria, while methodological quality was assessed using the Joanna Briggs Institute (JBI) instrument. The review results indicate that differentiated learning can strengthen student engagement, foster learning motivation, and improve academic achievement by adapting materials, methods, and evaluation formats to student needs. The humanistic approach, which emphasizes empathy, freedom, and respect for individual potential, has proven to be a key element in the success of this strategy. Teachers, acting as facilitators, contribute significantly to creating an open and inclusive learning climate. Although its implementation still faces obstacles such as limited resources, uneven teacher understanding, and the digital divide, the Independent Curriculum policy provides innovative space for its development. The integration of humanitarian values, technological advancements, and school collaboration is the foundation for sustainable educational transformation. Thus, differentiated learning reflects an educational paradigm that is more adaptive, inclusive, and oriented towards holistic human development.
A Culture-Based English Approach: Students’ Perception of Developing Speaking Ability Anwar, Saiful; Pambayun, Rizki Nurfida; Tanjung, Khoiriyah Shofiyah
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1093

Abstract

The perception of the students affects their attitude, willingness, motivation, and engagement in classroom activities. Speaking is considered quite challenging to develop by the EFL students among the other language skills. A culture-based English Approach is one of the solutions to overcome that. Therefore, this study aims to explore students’ perceptions of a culture-based English approach in developing their speaking ability. The researcher used a Qualitative descriptive method in the form of a questionnaire and interview data. The participants of this study were 25 undergraduate students in one of the universities in Banyuwangi. Then, the questionnaire was analyzed using a Likert scale, with the formula P = F/N × 100%. The interview data were systematically coded, with specific statements analyzed and categorized into themes that reflected the phenomenon under investigation. The result of the questionnaire shows that almost 80% students give a positive perception of CBE as an Approach to developing speaking ability. The result of the interview shows that the average student's response stated that students have a good perception about the CBE Approach used in speaking, then 26,8% is neutral. Based on both the questionnaire and interview results, we can conclude that CBE gives a positive perception in developing speaking ability.
EFL Students’ Perspectives on VR-Mediated EAP in the Indonesian Higher Education Settings: A Qualitative Case Study Kristiawan, Dana; Istiqomah, Lilik
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 2 (2025): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i2.1104

Abstract

This qualitative case study investigates how Virtual Reality (VR) mediates English for Academic Purposes (EAP) in a History course from the standpoint of Indonesian EFL undergraduates. Thirty students at a public university in East Java participated in a two-session VR sequence of short 360° “field trips” followed by evidence-anchored speaking and writing. informed by disciplinary literacy in History and genre-based EAP pedagogy. Data were generated through non-participant classroom observations, semi-structured interviews, and brief open-ended reflections. Data were analyzed using reflexive thematic analysis. Findings indicate predominantly positive attitudes toward VR-mediated EAP in the Indonesian higher education setting. Students reported that VR sharpened attention to historical features, supplied shared visual evidence that made discussion more purposeful, and supported movement from description to interpretation and evaluation in short academic products. Learners perceived gains in discipline-relevant lexis (materials/condition, spatial relations, chronology) and increased willingness to speak when guided-noticing prompts and sentence stems were available. Reported constraints, brief motion discomfort, bandwidth/device interruptions, and elevated cognitive effort at the moment of articulation were mitigated by short viewing segments, a one-minute reset, and role rotation during device sharing. The study concludes that, when braided with genre-aware scaffolds, VR functions as a practical mediational tool for fostering participation, clarity of ideas, and discipline-specific vocabulary in History-oriented EAP within Indonesian higher education.

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