Teaching English as a Foreign Language Overseas Journal (TEFLO)
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
Articles
12 Documents
Search results for
, issue
"Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL"
:
12 Documents
clear
<![CDATA[Implementation of Local Wisdom in Folklore Toraja Landorundun ]]>
<![CDATA[Dina Gasong]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (94.418 KB)
|
DOI: 10.47178/teflo.v2i1.226
<![CDATA[This article describes the implementation of didactic values, social values, and psychological values in folklore Toraja Landorundun encountered in everyday life. The research methodology used is descriptive qualitative research. Respondents of this study consists of cultural, educational practitioners, and religious leaders (Pastor). Criterion validity of the data that will be used by researchers, among others: the degree of trust, (credibility), transferability, dependability, and confirmability. Implementation folklore values Landorundun Toraja in everyday life, namely the value of education: (1) To promote cooperation and good relations between other tribes, (2) advising and admonishing when malice, (3) the nature of mutual cooperation Embedding (good cooperation within the community, school and family ). (4) Always help the weak. (5) Respect the customs that have been agreed upon. (6) For the younger generation to learn to work hard to achieve the highest ideals . Social values, namely the implementation of the terms proposed by Landorundun is very hard. Based on this type of Toraja people are hard workers who are fighting in the capital to other areas. People are still looking for a matching pair (family equivalent) . Imlementasi Psychological values in public life thanks to Toraja eg parents of children be respected, otherwise handicapped child in the family considered parents fault. Selfesteem, women have self-esteem, which is worthy of respect, because it is men who woo women .]]>
<![CDATA[The Effectiveness of Cooperative Learning with STAD Technique to Improve Writing Skill and Motivation of English Department Students in UKI Toraja ]]>
<![CDATA[Sushy Sushy]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (156.136 KB)
|
DOI: 10.47178/teflo.v2i1.227
<![CDATA[This research aimed to find out whether the Cooperative Learning with STAD technique improves the students’ writing skill of English Department students at UKI Toraja. The other objective is whether the students are motivated to the use of STAD.This research employed quasi-experimental design. It used two groups, one received STAD technique, Cooperative Learning method treatment and the other group received Group Learning method. The subjects of this research were class D and E of sixth semester student in academic year 2012/2013. Each group consists of 21 students. The data of this research was collected through writing test and questionnaire.The results of the research revealed that (1) the use of Cooperative Learning with STAD Technique improved the writing achievement of the sixth semester students from class D in experimental class. It is similar to the use of Group Learning in control group, but the improvement is more significant by using the Cooperative Learning with STAD Technique. It is shown by the mean score of pre-test and post-test. In control group the mean score increased from 63.05 to 69.95, while in experimental group the score increased from 58.24 to 79.4 (2) the students had high motivation in learning writing by using Cooperative Learning with STAD Technique. It was proved by the mean score of questionnaire, 83.05 which classified into motivated category.]]>
<![CDATA[The Effects of Students Team Achievement Division (STAD) to Improve Students’ Achievement in Writing Skill ]]>
<![CDATA[carli baka]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (116.086 KB)
|
DOI: 10.47178/teflo.v2i1.228
<![CDATA[Charlie Baka. The Effects of Students Team Achievement Division (STAD) to Improve Students’Achievement in Writing Skill (Supervised by Kisman Salija and Murni Mahmud)The objectives of this research are (1) to find out whether the use of Students Team AchievementDivision (STAD) improve students’ achievement in writing skill (2) to find out whether the use ofSTAD motivate the students in learning writing skill at fourth semester of English department of UKIToraja. This research employed quasi-experimental design. It used two groups, one received treatmentSTAD and the other group received GI. The subjects of this research were class F and G were takenrandomly. Class F as the experimental group and class G as control group consisted of 30 students.The data of this research was collected through writing test and questionnaire. The results of thisresearch were (1) The use of STAD has effects to improve the writing achievement of the fourthsemester students of UKI Toraja in experimental class. (2) The motivations of the fourth semesterstudents of UKI Toraja as experimental class showed a great positive in learning writing by usingSTAD. So, it can be concluded that the use of STAD motivated the students in writing and agreed touse of STAD because it could built students’ confidence and finding ideas. Many students also agreedthat the use of STAD was interested in work group session.]]>
<![CDATA[More than Words: Metaphor in Foreign Language Lecturers’ Talk ]]>
<![CDATA[markus deli girik allo]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (94.532 KB)
|
DOI: 10.47178/teflo.v2i1.229
<![CDATA[The research aims to investigate the metaphor used in Foreign Language Lecturers’ Talk.The subjects of this research were Lecturers at English Education Study Program of FKIPUKI Toraja. The results of the research revealed that the metaphor used in Foreign LanguageLecturers’ Talk are: a)That's where the name of the price of ink, b) going to the bamboo trees everySunday, c) Why are you looking for disease?”, d) “I asked to delete it, replaced the previous study, ifyou're exactly similar with it means you have cheated, beautiful playing, you have to play beautifully,e) Then creating a definition not like this model, set good example, there are several definitions ofwriting they are, then if your model like that, this is a direct fire!, f) "Why there are researchers do nothave a name, sightings”, g) Ok, this fish is you, so if you are on the water how are you feeling?]]>
<![CDATA[THE SPELLING ENGLISH SOUNDS FACED DIFFICULTY BY THE EIGHTH SEMESTER STUDENTS OF SMP NEGERI 2 RANTEPAO ]]>
<![CDATA[daniel M.R paembonan]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (174.727 KB)
|
DOI: 10.47178/teflo.v2i1.230
<![CDATA[Daniel Paembonan. 2016. The Spelling English Sounds Faced Difficulty by theEighth Semester Students of SMP Negeri 2 RantepaoThe objective of the study is to find out the spelling difficulty faced by the eighthsemester students of SMP Negeri 2 Rantepao.In order to achieve the objective of this study, the writer designed this experimentby descriptive method using written test and questionnaire. The tests were used tofind out the spelling difficulty faced by the eighth semester students of SMPNegeri 2 Rantepao.The result of the research showed that the students were difficult to spell English(vowel and consonant) sound, but they were more difficult to spell the vowel thanconsonant sound. It was proved by the of mean score in vowel sound 2, 77(categorized as very poor) and 4, 54 in consonant sound (categorized as poor).And it was caused the students were difficult to differentiating the English sound,(special for the same sound [?, ð]), students were lazy to learn the Englishphonetic, less self confidence to pronounce the English sound, less comprehendthe material, and less book in the library and the lecturer’s method didn’tavailable with the material.Basedon the data analisys found out that the spelling difficulty faced by the eighthsemester students of SMP Nigeria 2 Rantepao are commonly consonants sound]]>
<![CDATA[Designing Vocabulary Materials for English for Theology Course at Sekolah Tinggi Agama Kristen Negeri (STAKN) Toraja Based on Needs Analysis ]]>
<![CDATA[theo dedi palimbunga']]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (89.091 KB)
|
DOI: 10.47178/teflo.v2i1.231
<![CDATA[The objectives of the research are as follow: (1) to find out the topics inEnglish for Theology Course that the students need to learn at STAKNToraja and (2) to design the specialized vocabulary materials in each topicthat the students need to learn in English for Theology at STAKN Toraja.This research was conducted at STAKN Toraja. The subjects of thisresearch are the seventh semester students of academic year 2014/2015 andTheological lecturers. The topics and subtopics that need to be learned bythe student in English for Theology Course are: Topics and subtopics:(1)Prayer : Lord’s Prayer (King James Version and Today’s EnglishVersion)and classroom Prayer. (2) the Ten Commandments , (3) the Apostle’sCreed, (4) Holy Bible: Books of the Old Testament and Books of the NewTestament, (5) God: The nature of God and the Attributes of God, (6)Jesus Christ: The person of Christ and The work of Christ (7) HolySpirit:The work of Holy Spirit and The names of Holy Spirit, Man:Thecreation of man and The fall of man, (8) Church: Worship, and Sacrament,(9) Salvation :Repentance and Faith, (10) Last Things:The secondcoming of Christ and Judgement, and (11) The Prophets and The Apostles.]]>
<![CDATA[TEACHING SPEAKING OF ENGLISH AS A FOREIGN LANGUAGE: PROBLEMS AND SOLUTIONS ]]>
<![CDATA[noprianus tammu batang]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (144.931 KB)
|
DOI: 10.47178/teflo.v2i1.232
<![CDATA[This article is aimed to describe what teaching speaking English is and the problemsfaced by the teachers and students of English as a Foreign Language (EFL). Speakingis one of important skills that need to be acquired by students of EFL becausesometimes success is measured in terms of the ability to carry out a conversation inthe (target) language. Teaching students to speak English might become a problemfor some EFL teachers. This is not an easy task for teachers to make their studentsspeak because the language is not spoken in the community and also they have lessexposure to the language itself. Just as Harmer said (1998:52), to facilitate studentswith the ‘new’ language, teachers should have students exposed to the language,understand its meaning, understand its form (how it is constructed) and practice it.Therefore, in order to encourage their students to speak, teachers must do somethingdifferent than they usually do in teaching other skills. Teachers can create moreenjoyable speaking class by doing some activities such as role-play, discussion orsome kinds of games to promote students’ speaking ability.]]>
<![CDATA[Politeness Utterances In Teaching Learning English Process ]]>
<![CDATA[elim trika sudarsih]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (63.002 KB)
|
DOI: 10.47178/teflo.v2i1.233
<![CDATA[Successful communication is the joint product of linguistic as well thesociolinguistic competence, with the latter competence denoting appropriatenesswhich is closely associated with politeness. The study aimed to investigate thepoliteness utterances in teaching learning process by teacher at SMK HARAPANTORAJA. Data were collected from teacher and students in teaching learningEnglish process. Data analysis consisted of analysis politeness utterances inlearning teaching process between teacher and students. The result of theresearch found that teacher call the students’ name directly, the teacher usedpronoun mu, kamu, kau it is polite because teacher has higher position anddifferent status than students.]]>
<![CDATA[Using Picture in Writing Paragraph the Eleventh grade Students of SMK SPP. S.t Paulus Makale ]]>
<![CDATA[matius tandi kombong]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (80.033 KB)
|
DOI: 10.47178/teflo.v2i1.234
<![CDATA[The aim of this research is to find out whether the use of picture in writingparagraph improves the students’ writing ability. This research used experimentalmethod. The population was the eleventh grade students of SMK. SPP. St. PaulusMakale, academic year 2015/2016, there were 62 students as population. Thesample of the research was the students of the XI-I. The writer used the clusterrandom sampling method, it means the researcher use one class as sample in thisresearch namely the eighth class one, and there were 31students as sample. Thedata collected through written pre-test and post-test. The data was analyzed byusing the five components of writing, namely: content, organization, vocabulary,language use, and mechanic The result of comparison between students’ score inpre-test and post-test indicated that there was a significant differenceimprovement of writing ability between the students who were taught by pictureand those who were not. The mean score of pre-test was 53,41 and the mean scoreof post-test was 58,25. It means that the means score of post-test was improved4,84 than pre-test. The increasing of the mean score of post-test indicates thatteaching writing with using picture improves the students’ writing ability at TheEleventh Grade Students of SMK SPP. S.T PAULUS MAKALE.]]>
<![CDATA[The Impact of Brainstorming Strategies towards Students’ Writing Skill ]]>
<![CDATA[Nilma Taula'bi']]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (61.172 KB)
|
DOI: 10.47178/teflo.v2i1.235
<![CDATA[This research aims are to find out the impact of brainstorming strategies towards writing skillfor the third semester students at English Education Study Program of FKIP UKI Toraja. Thisresearch employed quantitative research to find out the impact of brainstorming strategiestoward writing skill for the third semester students at English Education Study Program ofFKIP UKI Toraja Academic Year 2015/2016. The sources of the data taken from the thirdsemester students at English Education Study Program of FKIP UKI Toraja Academic Year2015/2016. The students who are selected as the subject of this research consist of 15students of class D. The instruments of the research in collecting data was written test. Theobtained data was analyzed based on generic structure of descriptive text criteria(identification, description and conclusion), then classified the students score (pre-test andpost-test) and the last used T-Test to test the hypothesis. The result of pre-test shows that 4students (26,67%) got good score, 4 students (26,67%) got fair score, 6 students (40%) gotpoor score and 1 student got very poor score. The result of post-test shows that 3 students(20%) got very good score, 10 students (66,67%) got good score, 2 students (13,33 %) gotfair score. Based on T-Test shows that to highest than t- table (5,631 > 1,785) so H0 isrefusing and H1 is accepting. It means that the brainstorming strategies have impact towardwriting skills for the third semester students of English Education Study Program of FKIPUKI Toraja Academic Year 2015/2016.]]>
