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
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<![CDATA[The Competence of TheFifth Semester Students of English Department FKIP UKI Toraja in Writing Paragraph ]]>
<![CDATA[Dan Mangoki]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.440
<![CDATA[The Competence of theFifth Semester Students of English Department FKIP UKIToraja in Writing Paragraph. The objective of this research was to find out thecompetence of the fifth semester students of English department FKIP UKI Torajain writing paragraph. The writer used quantitative descriptive method. Thepopulation of this research was the fifth semester students of English departmentFKIP UKI Toraja in writing paragraph which consists of 119 students. The writerused random sampling method, which means that not all of the population weretaken as respondents. The writer choose 20 students as respondents. The dataobtained from the written test were tabulated and analyzed by using the percentagetechnique. The mean score of the student’s competence in writing paragraph was78.6 falls in good category. While the average of content was 16, the average oforganization was 14.9, the average of grammar was 15.15, the average ofvocabulary was 16.5 and the average of mechanic was 17.25. It means that theaverage of mechanic is higher than all of the average of student’s competence incomponent. Based on the result above, the writer concludes that the competence ofthe fifth semester students of English department FKIP UKI Toraja is good.]]>
<![CDATA[Teachers’ Perception Toward English Curriculum in KTSP and 2013 Curriculum at Sma Negeri 1 Bontonompo Selatan Gowa, SMA Negeri 2 Sungguminasa ]]>
<![CDATA[Nehru P. Pongsapan]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.442
<![CDATA[Curriculum in KTSP and 2013 Curriculum at SMA Negeri 1 Bontonompo SelatanGowa, SMA Negeri 2 Sungguminasa Gowa and SMK Negeri 1 Patalassang Gowa.The researcher used descriptive method. The researcher gives the instrument testthen the data gained was analyzed by using percentage. The population of thisresearch was the entire English teacher of SMA Negeri 1 Bontonompo SelatanGowa, SMA Negeri 2 Sungguminasa Gowa and SMK 1 Patalassang Gowa, Totalnumber of population was 9 Teachersthe result of this research,1. Most of the teachers found that, 2013 Curriculum is easier to implemented andnot too troublesome for teachers because many facilities available comparedto the KTSP and the ultimate goal of the 2013 Curriculum was also very good,accordance with the demands of time.2. There are some constraints in implementing the 2013 Curriculum namely: thelack of text book from the government, the absence of cross-interest training,and unequal school facilities and infrastructure .3. The difficulties in teaching English based KTSP and 2013 Curriculum namely:in KTSP there is no provision guidebook for teachers and teks book forstudents and the teachers must create their own learning device. It is veryburdensome for teachers and make them less focus.]]>
<![CDATA[Students’ Perception Toward the Use of Written Test in Learning English by the Fifth Semester Students of English Department of FKIP UKI Toraja ]]>
<![CDATA[Rachel Rachel]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.443
<![CDATA[The objective of this research is to know the perception about written test inlearning English by the fifth semester students’ of English Department of FKIPUKI Toraja. The research method applied in this research is qualitative descriptivemethod. The subject of this research was the fifth semester students’ in EnglishDepartment at UKI Toraja. To collect data, the writer used interview as aninstrument. Next, data analysis was done through some steps. Those aretranscription, extracting, interpretation, and categorizing. The result of thisresearch showed that there are many perceptions in learning English by the fifthsemester students’ in English Department at UKI Toraja which can be seen in twokinds, they are positive and negative perception. Ten respondents that had beeninterviewed showed that they have different perception. It was found there are 7students’ have positive perceptions and 3 negative perception toward the use ofwritten test in learning English. Based on the research, it can be concluded that thefifth semester students in English Department at UKI Toraja have more positiveperception toward the use of written test in learning English]]>
<![CDATA[TEACHER QUESTIONING STRATEGIES IN ENGLISH CLASSROOM INTERACTION AT THE EIGHT GRADE STUDENTS OF SMK.SPP.ST. PAULUS MAKALE ]]>
<![CDATA[matius tandi kombong]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.444
<![CDATA[in English classroom interaction the eighth grade students of SMK.SPP. ST. PaulusMakale academic year 2016/2017.This research used a qualitative descriptive analysis method research. Theresearcher took sample in this research by using snowball sampling. It used to findout questioning strategies by the teacher in English classroom interactionat theeight grade students of SMK.SPP. ST. Paulus Makale academic year 2016/2017.The result of this research after analyzing the data it indicated that teacherquestioning strategies in English classroom interaction in the eight grade studentof SMK. SPP. ST. Paulus Makale showed that there are five kinds of questioningstrategies teacher used. They are (1) cold call, (2) not opt out, (3) think or inkpair-share, (4) go-around, (5) fist-to-five or thumb-ometer.]]>
<![CDATA[Developing Instructional Book of English for Theologys Students, at Faculty of Theology, Indonesia Christian University of Toraja ]]>
<![CDATA[Nehru P. Pongsapan]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.445
<![CDATA[English for Theology is conducted as English for Specific purposes (ESP) becausethis course focuses on aspects of English related to the study of theology, includingtheological terms. Pierson et al (2010b) classify English for Theology into Englishfor Academic Purposes (EAP). EAP course is generally for students who arelearning in a classroom or another academic setting. English for Theology courseis categorized into EAP because most students require this knowledge foracademic purposes.In applying English for Theology (ET) course at Theology faculty, the students inthis institution encountered the difficulty when they learn this course. Instructionaldesign is a systematic process that is employed to develop education and trainingprograms in a consistent and reliable fashion. However, instructional design is acomplex process that is creative, active, and interactive. ADDIE illustrates theconceptual components of instructional design. Instructional design modelsindicate how to practice instructional design. Instructional design models allowpeople to visualize the overall process and establish guidelines for managinginstructional design processes. Instructional design provides a means forcommunicating among team members, clients, and stakeholders.The topics and subtopics which compossed as the contents of instructional book forEnglish for thfor Theology Course are:1. Prayer : Lord’s Prayer and Classroom Prayer2. Holy Bible : Books of the Old Testament and Books of the NewTestament3. God : The nature of God and The Attributes of God4. Jesus Christ : The person of Christ and The work of Christ5. Holy Spirit: The work of Holy Spirit and The names of Holy Spirit6. Man : The creation of man and The fall of man7. Church : Worship, Sacrament, Tools and parts of the church andMembership in the church8. Salvation : Repentance and Faith9. Last Things : The second coming of Christ and Judgement10. The Prophets and The Apostles : The Prophets and The Apostles]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ SPEAKING ABILITY AND THE MASTERY OF GRAMMAR AT THE ELEVENTH GRADE ]]>
<![CDATA[silfani fani]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.446
<![CDATA[The objective of the research to find out whether or not there is a significantcorrelation between Students’ Speaking Ability and the Mastery of Grammar at theEleventh Grade Students of SMA Kristen Barana’.In this research, the writer usedcorrelational method in a quantitative design.Thepopulation of this research is the eleventh grade students of SMA Kristen Barana’academic year 2017/2018. It consists of five classes. The number of populationare125 students. The writer took 20 students as sample they were chosen using byrandom sampling technique which took 10 students from Exact class and 10students from Social class. The instrument used to take the data was written testand oral test. It was used to find out the students’ ability in speaking and to find outthe students mastery in grammar.The result of data analysis showed there is positive correlation between students’speaking ability and mastery of grammar at the eleventh grade students of SMAKristen Barana’. This was proved by the result of coefficient correlation is 0,870.The result of data analysis also showed there is significant correlation betweenstudents’ speaking ability and their mastery in grammar of the eleventh gradestudents of SMA Kristen Barana’. This was proved by the result of significantcorrelation is7, 486.Based on the result above, it can be concluded thatthere is positive and significantcorrelationbetween students’ speaking ability and]]>
<![CDATA[Students’ Perception Toward Politeness and Impoliteness of the Lecturers of English Department at UKI TORAJA ]]>
<![CDATA[Sushy Sushy]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.448
<![CDATA[This research aimed to find out students’ perception toward Politeness andImpoliteness used by the Lecturers of English Department at UKI Toraja.Theparticipants of this research was the Students of English Department. To determinethe participants, the researcher used incidental sampling. The researchers took 20Students of English department at UKI Toraja as participants. The researcher tookthe data by using questionnaires. It was analyzed by using likert scale. Thequestionnaire that consist of 7 positive statement and 7 negative statement. Theresearcher used descriptive analysis technique to get relative frequency. Based onthe data analysis on the previous part, the researcher conclude that the most of thestudents’ have positive perceptions about politeness and impoliteness of thelecturers of English Department at UKI Toraja, it means that lecturers of Englishdepartment at UKI Toraja are polite.]]>
<![CDATA[Tourists’ Perception toward Traveling in Toraja Adrianus Surianto Girikallo, ST,MM ]]>
<![CDATA[Adrianus surianto Girik Allo]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.450
<![CDATA[A tourism destination is an important unit of analysis the difficult to define(Haywood, 1986), but may be considered as a cluster of interrelated stakeholdersembedded in a social network (Scott et al., 2008a). Such a network of stakeholdersinteracts, jointly meeting visitor needs and producing the experience that thetravellers consume. These destination stakeholders include accommodationbusinesses, attractions, tour companies, and others providing commercial services;government agencies and tourism offices as well as representatives of the localcommunityThis paper has adopted a complex network analysis perception to the study oftourismDestinations that deal with the tourism atractions, amenities, accessibilities andservieces to visit Toraja.Based on the result of analyisis can be stated that1. The natural view is the first interesting then followed by ceremonies.2. Lack facilities enjoyed by the tourist at every tourist destination.3. Poor of infrasture have been faced by travellers.Attraction. The paperhas also discussed a number of implications of the complexity of atourism destination system such as difficulty in forecasting and theconsequent need for adaptive management. A number of techniques andmeasures have also been presented which demonstrate that there arepractical means to analyse networks.]]>
<![CDATA[Implementing Learning Strategies in Vocabulary Acquisition of Good Bilingual EFL Student in Indonesia Contexts: A Study of Good Bilingual EFL Senior High School Student ]]>
<![CDATA[rigel sampelolo]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM ]]>
Publisher : <![CDATA[UKI TORAJA ]]>
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DOI: 10.47178/teflo.v5i3.458
<![CDATA[The study was based on some of the findings of a fieldwork conducted in 2017, This study intended to find out the comprehensive description about learning strategies implemented bythe good Bilingual EFL student in acquiring vocabulary. The method used in this research was qualitative descriptive method. Data were generated by classroom observations in senior high school and by indepth interviews with the student, friends and teachers. Based on the main findings of this research, Implications were discussed of the student’s strategies.]]>
