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Teaching English as a Foreign Language Overseas Journal (TEFLO)
Published by Universitas Kristen Indonesia Toraja
ISSN : 24610240     EISSN : 28289544     DOI : : https://doi.org/10.47178/teflo
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Teaching English as a Foreign Language Overseas Journal (TEFLO) is a Journal of English Education Study Program of Universitas Kristen Indonesia Toraja (p-ISSN:2461-0240) is a scientific journal published third a year in April, August and December. It was established on 25th September 2016 for printing. TEFLO publishes articles as the results of research and scientific work either empirical or conceptual. This journal focuses on both research and conceptual articles done by any English teacher or lecturer within Indonesia or overseas countries. It allows any writer to submit up to 8-12 pages or equivalent with 2500 to 4000 words in range. It applies APA style in all articles submitted to this journal. While the scopes include English Language Teaching (ELT) in EFL or ESL context, English applied linguistics (EAL) in any form: empirical or conceptual. TEFLO focuses on and welcomes researchers in both EFL and ESL contexts to publish professional or conceptual articles, and research articles formed in a qualitative and quantitative study in the area of the following scopes: Analysis of English pieces of literature in the English Education Context Discourse Analysis in the English Education context ELT Material Development English Applied linguistics English for Specific Purposes English Language Testing and Evaluation Psycholinguistics, Sociolinguistics, and Anthropolinguistic Tourism and Local Wisdom issues
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 33 Documents
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Search results for , issue "Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal" : 33 Documents clear
GRAMMATICAL ERROR ANALYSIS IN ENGLISH WRITING A CASE STUDY AT REKTOR PRIVATE INSTITUTE ENGLISH COURSE Sri Khaerani Rahman
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.1960

Abstract

This research aimed to investigate and reveal the grammatical error in English Writing made by the students in one of English Course in Makassar and how those errors appeared in a sentence. The writer also focused on the most frequent type of grammatical error and some other possible errors in English Writing. The writer used descriptive quantitative method to analyze the data which were found in the sentences. The writer used random sampling technique to choose which samples were to be analyzed. The data were determined according to the needs and purposes of this research. The writer found thirty-five samples. In this case, the writer used two methods of collecting data, library research and field research. After doing the analysis, the research result indicates that the most frequent error made by the students in English Writing in case of four types which occurs in this study. Omission, addition, malformation, and disordering are in the use of simple present tense. This thesis reveals that nearly 50% students of all subjects make many errors in it.
IMPROVING READING COMPREHENSION ABILITY USING THE CREATIVE SIMULATION METHOD STUDENTS OF CLASS V SD INPRES MACCINI SOMBALA I MAKASSAR CITY Ulfiani Safitri; Nursamsilis Lutfin
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2000

Abstract

This type of research is classroom action research (PTK) which is divided into two cycles of 3 meetings with 4 stages, namely planning, action, observation and reflection which are carried out repeatedly. The reading comprehension ability of class V SD Inpres Maccini Sombala 1 City is still below the Minimum Completeness Standard (KKM). This is because in class management, the presentation of material is still monotonous so students are less interested in learning to read. The teacher's dominance in the learning process so that students are less interested and passive in receiving lessons. Conditions like this will be solved through the use of creative simulation methods. Increasing the average ability score reading comprehension of students during this research was conducted, namely 65.68 in cycle I and to 86.88 in cycle II. And the learning mastery of students' reading comprehension skills also increased, namely in cycle I of 25 students only 11 people or 44% who completed it increased to 23 people or 92% in cycle II. Increased reading comprehension skills from cycle I to cycle II caused by student learning activities that are relevant to learning also experienced a quite encouraging increase, where students who Pay attention to the teacher's explanation, students who ask questions, students who answer questions from the plays read, students doing simulations in front of the class, and students asking questions increased to very high category.
THE USE OF AUDIO VISUAL MEDIA TO IMPROVE THE LEARNING OUTCOMES OF CLASS III STUDENTS OF SD INPRES BAROMBONG 1 MAKASSAR CITY Raodatul Jannah; Nursamsilis Lutfin
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2001

Abstract

The aim of the research was to improve the learning outcomes of third grade students at SD Impres Barombong I through the use of audio-visual media. The focus of this research was all grade III students of SD Inpres Barombong 1. This research lasted two cycles, each cycle was carried out for four meetings, the first to third meetings were the learning process and the fourth meeting was evaluation. Collecting data with observation techniques and giving tests, while the data analysis techniques used are quantitative and qualitative. Giving assignments with indicators at the reflection stage of the research cycle. The results achieved were (1) increased student reading learning outcomes, namely cycle I was in the sufficient category because there were 10 students or 47.61% who did not meet the minimum completeness criteria and cycle II was in the good category because there were only 5 students or 23 .81% of the 21 students who cannot meet the minimum completeness criteria, this will be continued by the class III teacher at SD Inpres Barombong 1 Makassar City. (2) there is an increase in student learning activities during learning takes place. Based on this research, it can be concluded that one way to improve reading learning outcomes is to use audio-visual media. Based on the results of the research above, it can be concluded that through the use of audio-visual media in class III students of SD Inpres Barombong 1 Makassar City experienced an increase in reading learning outcomes
IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH NEWS RETELLING Irhamah Irhamah; Asdar Asdar; A. Hamsiah A. Hamsiah
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2002

Abstract

This paper involves researching, Improving The Students’ Speaking Through News Retelling. A Thesis. Language and Arts Faculty of State University of Makassar. The objective of the research was to find out whether the use of English News Retelling can improve students’ speaking ability. The research applied a pre- experimental meyhod with one group pretest and posttest design. The pre-test was given to know to what extent the students speaking ability and post-test was given to identify the students achievement after treatment. The population of this research was the second year students os SMK Tamalatea Makassar and used purposive sampling technique. The variable of the research were the use of English News Retelling as the independent variable and the students speaking ability as dependent variable. The result of the data indicate that was significant difference between the mean score of pre-tset and the post-test of the students. The value of t-table (1.729) was higer than t-test (34.0) at level of significant (p)= 0.5 and the degree of freedom (df)= n-1 . it can be concluded that English New retelling can improve students speaking ability
IMPROVING WRITING ABILITY USING STUDENT GUIDED STRATEGY AT CLASS IV SD NEGERI TIDUNG MAKASSAR Salmiati Salmiati; Sundari Hamid; Asdar Asdar
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2013

Abstract

This study examines the ability to write descriptive essays using the strategy of guided writing activity for fourth grade students of SD Negeri Tidung Makassar City. The main problem in this study is whether by using the strategy of guided writing activities students' ability to write descriptive essays can be increased. The purpose of this study was to improve the ability to write descriptive essays in Indonesian for class IV SD Negeri Tidung Makassar. This type of research is classroom action research that is recycled/cycle, which includes planning, implementation, observation and reflection. The focus of the research in this study was teachers and students. The research subjects were all fourth grade students of SD Negeri Tidung Makassar who were recorded in the even semester, totaling 34 students consisting of 18 male students and 16 female students. Data collection techniques through observation and tests. The data analysis technique used is a qualitative description analysis technique. The guided writing activity strategy learning model goes through 5 stages, namely: pre-writing, drafting, revision, editing and publication. In cycle I it is in the less category, cycle II is in the sufficient category. Thus it can be concluded that the results of the research show that guided writing activity strategies can improve the ability to write descriptive essays for fourth graders of SD Negeri Tidung Makassar as seen from the results of essay writing tests in each cycle.
IMPROVING LEARNING OUTCOMES IN WRITING POETRY THROUGH CONTEXTUAL TEACHING LEARNING (CTL) IN CLASS V STUDENTS Reni Dangon; Sundari Hamid; Asdar Asdar
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2014

Abstract

The purpose of this study was to determine whether the learning outcomes of Indonesian language poetry writing materials for fifth grade students could be increased through the application of the contextual teaching and learning (C This research is classroom action research (CAR). The results showed an increase in student learning outcomes. In the first cycle, the average score reached 71 with a learning completeness percentage of 68%. In the second cycle, the average value reached 79.25, an increase of 8. 25 points from cycle I with a percentage of learning completeness of 92%. Based on the data on learning outcomes in cycle I and cycle II, it can be concluded that learning has been considered successful because cycle II has met the learning mastery criteria of 75%. From the results obtained, it can be concluded that the use the Contextual Teaching and Learning (CTL) approach can improve student learning outcomes.
THE PROFILE OF GURU PENGGERAK (MOVER TEACHER): A LITERATURE REVIEW Saiful Anwar; Sundari Hamid; Asdar Asdar
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2015

Abstract

Guru penggerak education is a leadership education program for teachers to become learning leaders . Guru penggerak education is designed to produce teachers who can become agents of educational transformation. This literature review aims to describe the profile of guru penggerak. This article uses a qualitative approach by conducting a literature review that is relevant to the topic of study. The primary data sources are Regulation of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 26 of 2022 and the guru penggerak education module. The secondary data is in the form of books or other relevant literature. Based on the review of the literature, the profile of the guru penggerak is a teacher who has the ability to: (1) plan, implement, assess, and reflect on learning according to the current and future needs of students based on data; (2) collaborate with parents, colleagues, and the community to develop the vision, mission, and education unit programs; (3) develop competencies independently and continuously based on the results of reflection on learning practices; and (4) developing a learning ecosystem through voluntary exercise, voluntary exercise, sports and thought exercise with colleagues and the community.
IMPROVING READING AND WRITING SKILLS THROUGH SYNTHETIC STRUCTURE ANALYSIS (SAS) METHOD FOR STUDENTS OF CLASS 1 SD NEGERI 2 TAKIMPO, DISTRICT OF BUTON, SOUTHEAST SULAWESI Harsinah Rafiudin; Sundari Hamid; Asdar Asdar
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2016

Abstract

Improving reading and writing beginning through the synthetic structure analysis method (SAS) as the focus of research departs from the reality in the field and the results of interviews with Indonesian teachers who are also grade 1 teacher at SD Negeri 2 Takimpo, generally in teaching reading and writing beginning using synthetic analysis structure methods but has not been implemented optimally, so students have not been able to read and write fluently. Based on this, this research is focused on learning to read and write beginning. The aim is to improve the reading and writing skills of the beginning students of class 1 SD Negeri 2 Takimpo by using the synthetic structure analysis method. The approach used in this research is a qualitative approach with an action research design. The research design was prepared using recycling cycle units including (1) planning, (2) implementation, (3) observation, (4) reflection. Reflection is carried out at the end of the cycle which is used as the design for the preparation of the next cycle planning. The stages of implementing the action are carried out collaboratively between researchers and practitioners. The form of learning to read and write beginning which is believed to be able to improve students' initial reading and writing skills is a form of learning that uses the implementation of the synthetic structure analysis method which consists of two parts, namely learning without using books and learning using books. The implementation is carried out in three stages, namely (1) the pre-reading and pre-writing stages, (2) the reading and writing stages, (3) the post-reading and post-writing stages. Based on process evaluation and evaluation of results in each lesson and based on success criteria, it was agreed in this study that it had been stated that (1) learning in the first cycle of action, both in terms of process and results had not been successful, there were still reading students who had not been able to pronounce letters perfectly, and in writing there are still deficiencies in letters in words, (2) learning in cycle II, both in terms of process and results have been successful, students are able to read and write sentences, (3) action learning in cycle III, both process and results have been successful, students are able to read and write using books.
THE IMPLEMENTATION OF FLIPPED CLASSROOM THROUGH THEMATIC LEARNING MODEL AT SD NEGERI BATULACCU MAKASSAR Abner Buttu Sarira; Asdar Asdar; Sundari Hamid
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2017

Abstract

The Effectiveness of the Application of the Flipped Classroom Model in Class V Thematic Learning at SD Negeri Batulaccu Makassar. Skripsi of Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Bosowa. This study aims to determine the effectiveness of the application of the flipped classroom model in the fifth-grade thematic learning at SD Negeri Batulaccu Makassar. The type of research used in this study is a quantitative experimental design with a one-group pretest-posttest design. The research sample is class V students, totaling 29 students. The results of the t-test study obtained the results of t Calculate t Table obtained the results of 11.341 2.052 then H0 is rejected and Ha is accepted. Thus, it can be concluded that the flipped classroom model is effectively applied to the thematic learning of class V at SD Negeri Batulaccu Makassar.
DEVELOPING RESPONSIBLE APP APPLICATIONS BASED ON E-LEARNING TO SUPPORT ONLINE LEARNING IN ELEMENTARY SCHOOLS Iin Mutiah K; Muhammad Yunus; Jaja Jamaluddin
Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/teflo.v10i3.2018

Abstract

The aims of this study to develop a Responsible App Based on E-Learning as an Online Learning Support for teachers and students in elementary schools. This type of research is development research which refers to the research procedure proposed by Borg & Gall starting from the information gathering stage to the final product revision in the form of the Responsible App application. The research sample was teachers and students, a total of 51 people. The product development procedure begins with preliminary studies, planning, initial product development, validation, revision, limited trials, operational product revisions, operational trials to final product revisions. The data collection techniques used in this study were observations, interviews, questionnaires, and documentation techniques which were analyzed with percentage data analysis and criteria for validity, practicality and product effectiveness. The results showed that the development of the Responsible App application based on E-Learning can be used as Online Learning Support for students in elementary schools based on the validation result of 1.00 on very valid criteria. The results of the practicality test and product effectiveness test, respectively, have a percentage of 91.23% and 93.60% on the very practical and very effective criteria. Thus, it can be concluded that the development of the Responsible App application is appropriate to be used as a support for students' online learning in elementary schools. The results showed that the development of the Responsible App application based on E-Learning can be used as Online Learning Support for students in elementary schools based on the validation result of 1.00 on very valid criteria. The results of the practicality test and product effectiveness test, respectively, have a percentage of 91.23% and 93.60% on the very practical and very effective criteria. Thus, it can be concluded that the development of the Responsible App application is appropriate to be used as a support for students' online learning in elementary schools. The results showed that the development of the Responsible App application based on E-Learning can be used as Online Learning Support for students in elementary schools based on the validation result of 1.00 on very valid criteria. The results of the practicality test and product effectiveness test, respectively, have a percentage of 91.23% and 93.60% on the very practical and very effective criteria. Thus, it can be concluded that the development of the Responsible App application is appropriate to be used as a support for students' online learning in elementary schools. 23% and 93.60% on the very practical and very effective criteria. Thus, it can be concluded that the development of the Responsible App application is appropriate to be used as a support for students' online learning in elementary schools. 23% and 93.60% on the very practical and very effective criteria. Thus, it can be concluded that the development of the Responsible App application is appropriate to be used as a support for students' online learning in elementary schools.

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