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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 97 Documents
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A Systematic Review on Artificial Intelligence Applications for Enhancing EFL Students’ Pronunciation Skill Aryanti, Risma Dwi; Santosa, Made Hery
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.718

Abstract

This systematic literature review examines the impact of AI applications, including ELAi app, ELSA Speak, and Lyra Virtual Assistant, on the pronunciation skills of English as a Foreign Language (EFL) students. By analyzing ten relevant articles published between 2018 and 2023, this review identifies the unique features and effects of these AI tools. ELAi app emphasizes spontaneous speech and topic development, offering comprehensive feedback. ELSA Speak accurately detects pronunciation errors and provides a wide range of lessons. Lyra Virtual Assistant acts as a conversational companion, supporting speaking abilities. The findings reveal that these AI applications have a positive influence on EFL students' pronunciation development, as evidenced by empirical research. Further recommendations for future research in the integration of AI in EFL education is enhancing personalization through AI tools that adapt to individual students' learning styles and needs. In summary, utilizing AI technology can empower EFL students to improve their pronunciation proficiency and enhance their overall English language learning experience.
Linguistics Landscape in Project-based Learning and Its Effect on Students' Writing Skills in EFL Context Maheswari, Anom Cynthia
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.744

Abstract

Writing skills, as a one of difficult skills to be mastered by students need to be concerned in English learning. Students often struggle in mastering writing skills. The teacher needs to be considered teaching method and strategy in order to give an influence on the learning results of the students. This study aims to investigate the impact of applying the linguistics landscape technique on students' writing skills, employing a quantitative design with a pre-experimental one-group pre-test post-test design. The sample includes 38 7th-grade students from SMPN 1 Singaraja. Tests were administered before and after the treatment, and shows the improvement in the test result. The t-test results indicate a significant level below the alpha level (α = 0.05), providing additional evidence in accepted the hypothesis. The results indicated significant improvements in students' writing skills through the application of the linguistics landscape technique. In conclusion, the implementation of project-based learning with the integration of the linguistics landscape technique proves to be a significant enhancer of students' writing skills. The result of the study in combining Linguistics landscape technique and Project-based learning my give teacher with a new perspective in English teaching in form of writing.
Text-Based Language Teaching Flipbook for Guest Relation Officer to Enhance Students Multimodal Literacy Dewanthi, Fuji; Marsakawati, Ni Putu Era; Sari, Rima Andriani
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.759

Abstract

This research aims to develop a flipbook for English for Guest Relations Officers. This research uses the Design and Development model by Richey and Klein (2014) as the basis for its methodology with ADDE steps.  The Design and Development Model has four stages, namely analysis, design, development and evaluation.  The data were obtained from this research used instruments in the form of interview guides, questionnaires and document analysis. This research involved twelve active participations of forth semester of English for Business and Professional Communication study program for the 2023/2024 academic year in Ganesha University of Education; one lecturer of English for Guest Relation Officers; and two practitioners work in the front office department at a five-star hotel in Bali. Data were analyzed qualitatively descriptively. In analyzing the data, the researcher used three concurrent flows of action proposed by Miles et al (2014), namely data reduction, data display, and conclusion or verification. The quality of the flipbook was assessed through a content validity test from ESP learning material and learning media experts. The evaluation showed that the flipbook was in accordance with the characteristics of ESP learning and was a good learning medium.
Differentiated English Learning Material for Elementary School Students Ariani, Pande Made Mela; Mahayanti, Ni Wayan Surya; Budiarta, Luh Gd Rahayu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.815

Abstract

This study aimed at developing additional materials for digital English textbooks that are differentiated according to the Merdeka curriculum for fifth-grade students in Denpasar schools. By following the D&D method which uses the ADDE (analysis, Design, Development and Evaluation) model from Richey Klein (2014), the data in this study were analyzed using a mixed method, namely quantitative and qualitative analysis. This study explains the defiance presented in the manual so that additional materials are developed based on student needs. The research process begins with analyzing the textbook then compiling a blueprint that will be used in designing additional materials then developing the materials through the Canva application and evaluating those provided by experts and teachers related to additional digital materials. The results show that the material is very effective and suitable for use in fifth-grade elementary schools because the material is in accordance with the students' learning styles. This study was conducted to provide information to educators, researchers in developing differentiated materials according to the Emancipated curriculum and the needs desired by students in the learning process in the classroom through digital media.
Teaching Showing Ability Through Songs: How Effective Is It for Students Listening Comprehension? Trisnawati, Komang Ayu; Utami, I Gusti Ayu Lokita Purnamika; Suprianti, G.A.P.
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.871

Abstract

The aim of this research was to investigate students’ listening comprehension through the use of song as a media under the topic of showing ability for EFL student. This research was a quasi-experiment involving 80 students (40 in control and experiment group). Test of listening comprehension was used to collect the data. The samples were chosen using multistage cluster sampling. Findings showed that there is a significant difference in post-test scores between the two groups, namely the group that favors the experimental group. The independent t-test proved that the value of sig two-tailed its 0.000 was lower than 0.05 which interpreted that Songs has a significant impact on students' listening comprehension. In addition, students t students had positive attitudes and responses towards the use of songs in listening classes. Students felt that the songs given as material succeeded in making students enthusiastic and moving their bodies. It was an interesting activity including listening practice which was meaningful for them so that they felt more motivated and happier in learning English. Suggestions for teachers and further research are encouraged in this article.
Post Covid-19 Reflection from Indonesian EFL Students on Their Learning Autonomy Ariawan, Soni; Syarifudin; Zaikalina, Rabbania
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.879

Abstract

Distance learning is an alternative way to reduce the spread of the Covid-19 pandemic. In this situation, learning was conducted through electronic media and internet connection independently. So, in this case, students must take the initiative to understand the material without having a face-to-face guide from the teacher which might increase their learning autonomy. This research aims to examine students’ reflections on how they learned English autonomously during the Covid-19 pandemic unveil the perception of learner autonomy, and find out the factors that influence learner autonomy after experiencing distance learning. The present research implemented a mixed-method of research design by administering the questionnaire and conducting a semi-structured interview. The respondents were the students of the English Language Education Study Program at the State Islamic University of Mataram. The findings showed that students gain autonomy in English learning by utilizing the internet resources optimally, such as YouTube, Google, social media, and learning applications during distance learning. They also have a very positive response to learning autonomy, in terms of the role of the learner, the role of the lecturer, the type of task, and the role of the environment
Voices Unheard: Teachers' Perspectives on Students' Speaking Challenges in the Classroom Harmawati, Fifi; Ilma, Ridha; Amrina, Rizqy Dwi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.895

Abstract

This qualitative study examines the challenges that students at a private Islamic junior high school in Palembang encounter when learning to speak, with an emphasis on the viewpoints of the teachers. Data collection involved structured interviews and classroom observations to gather insights into students' challenges. Participants included teachers and students selected through purposeful sampling. Thematic analysis was employed to analyze the data, revealing themes such as students' fear of making mistakes, difficulty in language comprehension, and the use of native language in learning. The importance of fostering a positive and inclusive learning atmosphere where students feel comfortable taking linguistic risks and expressing themselves freely is emphasized in the conclusion. Strategies such as providing targeted instruction in phonetics and vocabulary, and balancing the use of the native language to support English language acquisition, are essential. This research contributes to understanding the complexities of language learning and provides insights for educators to enhance students' speaking skills effectively
Teaching An Inclusive Education in EFL Setting: A Phenomenological Study Padmadewi, Ni Nyoman; Artini, Luh Putu; Sukadana, I Made Sukma Adisetiawan
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.905

Abstract

Inclusive education is highly essential to provide equitable quality education and is included as one of the courses in the curriculum of the English Language Education Study Program of Ganesha University of Education since the year 2021. In spite of having been a part of the curriculum for three years, no research was conducted on how the course is implemented. The purpose of this study was to investigate the strategies used by the lecturer to teach the course. The research was in the form of a phenomenological design. There were 31 students and one lecturer involved in the study. The data was collected for one semester in 2023, and the techniques of data collection were observation, deep interviews, and document study. The data were analyzed qualitatively. The findings show that in one semester, the lecturer applied a strategy of teaching and learning process abbreviated as GROWFIT, which stands for guide (orientation), research (independent study), observe (to learn from real-world environments), workshop (presenting ideas in a workshop-style setting), feedback (engaging in discussion and providing feedback), improve (reviewing and refining skills based on feedback), and think (synthesizing knowledge in final projects and showcasing critical thinking). The implementation of GROWFIT yields positive perspectives from the students, and all the students passed the course. It is implied that the GROWFIT model implemented was essentially effective in enhancing students' understanding about inclusive education.
School Literacy Movement and Parents’ Motivation on EFL Students’ Reading Interest Juliari, I Gusti Ayu Indah Triana; Susila, I Komang Dedik; Juliani, Ni Putu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.906

Abstract

This research aims to determine partial and simultaneous positive and significant positive effects between the school literacy movement and parents’ motivation together on the reading interest. This type of research was ex post facto. The population of this research was 251 students and the sample was 70 students determined using random sampling technique. Data collection techniques using questionnaires and non-tests. The data were analyzed quantitatively using multiple regression tests, namely t-test and F-test. However, before the implementation of multiple regression tests, the prerequisite tests were implemented (the normality test, multicollinearity test, and heteroscedasticity test). The finding shows that school literacy movement and parents’ motivation have positive and significant effects on reading interest. It can be concluded that the school literacy movement and parents’ motivation affected the students' reading interests. The school and parents should empower the quality of the school literacy movement and parents’ motivation to improve students’ reading interests.
Artificial Intelligence in English Language Learning: A Systematic Review of AI Tools, Applications, and Pedagogical Outcomes Kristiawan, Dana; Bashar, Khaliq; Pradana, Dian Arief
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 2 (2024): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i2.912

Abstract

This systematic review examines the role of artificial intelligence (AI) in English language teaching (ELT), analyzing AI tools, applications, and their pedagogical outcomes. AI technologies, such as chatbots, intelligent tutoring systems, and speech recognition software, are increasingly used to enhance language learning experiences. The review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model, a standardized approach that ensures transparency and rigor in identifying, screening, and analyzing relevant literature. PRISMA emphasizes clear documentation of the selection process, including inclusion and exclusion criteria, to provide a systematic and replicable methodology for comprehensive reviews. Through thematic qualitative analysis of recent literature indexed in Scopus and Web of Science, key themes emerged regarding AI types, applications, teacher and learner perspectives, and ethical considerations. Findings reveal that AI tools enhance learner engagement, provide personalized learning experiences, and improve language proficiency, particularly in speaking and writing. However, challenges remain, such as accessibility barriers, teacher preparedness, and ethical concerns around data privacy and bias. This review proposes a framework for AI integration in ELT, focusing on access, teacher training, ethical standards, and blended learning models to optimize AI’s benefits. The study underscores the need for targeted teacher training and ethical standards to maximize AI’s effectiveness and sustainability in ELT. This framework and the review findings aim to support educators, developers, and policymakers in fostering an AI-enriched learning environment that aligns with educational goals while addressing existing limitations.

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