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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 102 Documents
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A Comprehensive Program Evaluation of a Mindfulness-Integrated English for Academic Communication Course I Made Perdana Skolastika; I Wayan Heka Arcana Putra; I Kadek Purnawan
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1145

Abstract

This study evaluates a mindfulness program integrated into the English for Academic Communication (EAC) course at Universitas Mahasaraswati Denpasar, aimed at enhancing students' academic communication skills and emotional well-being. Guided by the Context, Input, Process, and Product (CIPP) evaluation model, the research examines how mindfulness practices support learner development in an English as a Foreign Language (EFL) context. A qualitative design was employed, incorporating document analysis, classroom observations, and semi-structured interviews with 60 students across two classes and one course lecturer. Thematic analysis generated findings across all four CIPP dimensions. In terms of context, the program aligned well with both institutional goals and students' emotional and academic needs. Regarding input, available resources and instructor preparation were deemed sufficient to support effective delivery. At the process level, implementation was carried out consistently, though limited class time and varied student participation were noted as challenges. In terms of product, students reported improvements in emotional regulation, academic confidence, and self-awareness; reflective journaling and guided mindfulness exercises were identified as particularly beneficial in fostering metacognitive awareness. Overall, the findings suggest positive perceived effects on students' ability to manage anxiety and apply communication strategies in academic settings. The study concludes that embedding mindfulness-based, student-centered approaches within language instruction promotes both academic competence and emotional resilience. Future iterations of the program are recommended to incorporate more interactive, technology-supported mindfulness tools to sustain engagement and address diverse learner needs.
Translation as Multilingual Mediation in Local Islamic Higher Education: Evidence from Pre- and Post-Test Translation Tasks Lilik Istiqomah
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1147

Abstract

English Medium Instruction is widely associated with internationalization and wider access to academic knowledge, yet much less is understood about how students in local higher education contexts negotiate disciplinary meaning when academic content presented in English is mediated into Indonesian as the target language. This study explores that issue through translation practices in a local Islamic higher education setting. Drawing on pretest and posttest translation data, the analysis considers how students moved toward or away from meaning in terms of accuracy, acceptability, and comprehensibility. The findings suggest that improvement in translation quality varied across the data. In several cases, posttest versions conveyed academic ideas more clearly and rendered them in Indonesian in ways that were more natural and accessible. In other cases, however, revision did not substantially improve the translation, particularly when students were dealing with dense academic wording and complexity in phrases and clauses. These patterns suggest that the main challenge in this context is not simply vocabulary deficiency, but the mediation of disciplinary meaning across languages. Rather than viewing translation as evidence of weakness in English Medium Instruction, this study argues that it works as an intercultural bridge through which students connect English academic discourse with locally meaningful forms of understanding.

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