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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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The REAP Strategy in Action: EFL Students’ Perceptions and Reading Comprehension Enchantment Rahman, Putri Ramadani Nur; Astrid, Annisa; Sukma, Fitri Alya Okta
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.914

Abstract

REAP strategy offers a systematic approach to address challenges face by the students in reading activity. The strategy is divided into managable stages: Reading, Encoding, Annotating, and Pondering. This study aimed to identifying students’ perceptions of the Implementation of REAP strategy on their reading comprehension among 11th-grade EFL grade students in Palembang through a qualitative approach. The interview method chosen was semi-structured to give more insight into the research. The data was collected from students' perceptions of the implementation of the reap strategy which was analyzed using thematic analysis which found that the REAP strategy facilitates understanding of text, REAP encourages content review and retention, REAP promotes comprehension by rephrasing key ideas, REAP increases engagement and attention during reading, REAP facilitates personal connections and critical thinking, lengthy process of REAP and time-consuming implementation of REAP. The REAP strategy effectively improved students’ reading comprehension and critical thinking skills. However, the challenges of its time-consuming and multi-step nature suggest the need for adjustments to its implementation. Educators should consider providing additional guidance during the more complex stages, such as annotation and pondering, and incorporating time management strategies to make the process more efficient and accessible for all learners.
Parental Perception of Using Stories in Developing Children’s English Language Literacy Mahayani, Putu Angelia Putri; Ratminingsih, Ni Made; Santosa, Made Hery
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.932

Abstract

This study explored parental perceptions of their involvement in supporting children's English literacy in grades 4th, 5th, and 6th by using stories as reading media at home. Using an explanatory sequential mixed-method approach, this study involved parents from two junior high schools in Buleleng, Bali. The data were analyzed descriptively using the PAIT (Psychometric Analysis of Item Theory) and CTT (Classical Test Theory) methods, which focused on the reliability and validity of the questionnaire. The results showed that parents had positive perceptions of their engagement in developing children's literacy at home. The cognitive engagement aspect showed a very positive perception, while the behavioral engagement and emotional engagement aspects were classified in the positive category. These findings highlight the need for literacy strategies that not only improve reading skills, but also strengthen children's emotional bonds. Educators need to support parents in balancing academic expectations which fostering children’s love of reading. In addition, policies should promote literacy as a shared responsibility between schools and families, with programs that equip parents as literacy role models from an early age.
Quizizz in EFL Classroom Learning: Students’ Perception and Challenges Kartika, Ni Luh Putu Indah; Budiarta, Luh Gd Rahayu
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.939

Abstract

This study investigates the perceptions of students regarding the implementation of Quizizz in a public school in Bali, as well as the challenges they face. Despite the growing popularity of digital tools in education, there is limited research specifically focusing on the perceptions and challenges of EFL students in Indonesia regarding the use of Quizizz. Employing a mixed-method explanatory sequential design, the research involved 34 English as a Foreign Language (EFL) students. Data collection included a questionnaire, designed based on the U.T.A.U.T. theory using a Likert scale, and an interview guide developed from Savinna’s theory, consisting of six questions. The findings reveal that students generally hold a positive perception of Quizizz in EFL classes, noting that it enhances their motivation and participation. However, they also encounter several challenges, including unstable internet connections, inadequate device performance, and difficulties with certain Quizizz features that complicate their experience when faced with challenging questions.
Duolingo: A Qualitative Study on Vocabulary Acquisition Pramesti, Raisha Dian; Padmadewi, Ni Nyoman; Wahyuni, Luh Gede Eka
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.942

Abstract

This qualitative study aims to investigate how the teacher implements the Duolingo application as an English vocabulary learning media and to explore students' opinions on using the Duolingo application in one public high school in Bali. The data in this study were collected through interviews, classroom observation, and questionnaire. The findings show that the teacher integrated the Duolingo application during the activity stage by elaborating on brain warm-up activities adopted from questions, exercises, and material in the Duolingo application. The main activity of using the Duolingo application as a learning medium was divided into several groups, and then the teacher instructed students to work on the learning targets available in Duolingo with sections and units that the teacher had determined. Students reported that learning to use Duolingo provided an engaging and practical experience and helped them improve their vocabulary skills significantly. Students highlight the interactive features of the Duolingo application as motivated and user-friendly, leading to consistent vocabulary learning habits. These findings suggest that integrating Duolingo in the language classrooms can enhance vocabulary and student engagement, offering educators tools to support traditional teaching methods and promote active, self-directed learning.
The Use of Bilingual Flashcards as Learning Media to Teach English Vocabulary for Young Learners Darsana, Kadek Indira Putri Dewi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.954

Abstract

This study aims to analyze the implementation of bilingual flashcards as a learning medium in teaching English vocabulary to kindergarten students at A Public School in Singaraja and explore teachers' opinions regarding its use. This study used a qualitative descriptive method involving three teachers as research subjects. Data were collected through participant observation, in-depth interviews, and open-ended questionnaires. The results showed that bilingual flashcards were implemented in the main activity during circle time, with each teacher having a different role. The learning strategies used were game-based, such as Show and Tell, Find the Flashcard, Match the Animal, and Role Play. In the pre-activity stage, teachers focused on creating a comfortable learning environment so that students were ready to receive the material. While in the post-activity stage, flashcards were used to review vocabulary through discussion, repetition games, and pronunciation exercises. Teachers also implemented formative assessment by observing students' understanding through verbal interaction and activity participation. Besides that, the three teachers argued that bilingual flashcards were an effective learning medium for teaching English vocabulary. This media helps to increase students' motivation, facilitates memorization and recall of vocabulary, improves vocabulary mastery, and makes learning more fun and interactive. However, this study also found several challenges, such as inadequate card size, the potential for increased noise in the classroom, demands for more creativity for teachers, less effectiveness for non-visual students, and the tendency for students to become dependent on flashcards.
The Use of Mobile Assisted Language Learning Among Professional Workers Fatimah, Anggun Nadia; Hadinayu, Atmaradhifa; Dewi, Alfina Rahmah
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.957

Abstract

This research aims to discuss more deeply the utilization of Mobile Assisted Language Learning (MALL) technology in a foreign language learning experience specific to seven participants from the professional working class, including CEO, Trainee Coach, Finance Staff, and University Staff. The concept of Uses and Gratifications (UGT) and Media Affordances will be used as a guide to deepen the analysis of the data obtained using a qualitative approach. Data was collected through in-depth interviews with seven workers from various sectors who are actively or have used language learning apps. The results show that the use of MALL apps by working professionals is driven by several factors such as satisfaction (technology, entertainment, social, utilitarian, and content), interactive features and ease of access, and purpose of use. The purpose of use is not only for professional needs (improvement of work/academic skills), but also used for personal satisfaction in learning a foreign language
Experiential Learning through Artwork Direct Visits in English Classroom for Art Students: An Investigation Marga Sukma, Denty
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 6 No. 1 (2025): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v6i1.960

Abstract

AbstractEmpirical evidence on the integration of experiential learning into English Language Teaching (ELT), particularly within art-based higher education, remains underexplored despite its potential to align language development with students’ disciplinary practice. Thus, this study aims to investigate how undergraduate students majoring in Art Conservation enrolled in a state university specializing in the arts in Yogyakarta, Indonesia, engaged with English language learning through experiential learning (EL) activities, particularly direct visits to public artworks. Drawing on a qualitative case study approach, data were collected from in-depth interviews and student reflective essays, with participants recruited to this current study being purposively selected. Through thematic analysis, the findings reveal how the direct visits to the artworks can enhance the students’ skills useful for their learning in the English classroom and their future professional endeavors. It indicates that direct engagement with artworks in real-life settings significantly enhances students’ learning experiences. These visits supported the development of key academic and professional skills, such as critical thinking, communication, and information retention, by encouraging active observation, personal interpretation, and reflective analysis. The study concludes that experiential learning can provide meaningful opportunities for students to internalize abstract concepts through real-world engagement. Incorporating such activities into language education may foster more profound learning, enhance writing quality, and promote holistic development. These findings underscore the value of integrating experiential methods within higher education settings, particularly art-based majors.
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.

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