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
185 Documents
<![CDATA[THE IMPLEMENTATION OF EPISODIC MEMORY TO EFL LEARNERS ]]>
<![CDATA[Andi Hamzah Fansury]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 2 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v11i2.2118
<![CDATA[Episodic memory is the memory subsystem that stores information about the episodes or events in our lives. It refers to our ability to recall personal experiences from our past. Strategy in using episodic memory according to Jensen (1998) are (1) Embed emotions in the learning. (2) We remember material best when it is structured and meaningful. (3) Attitude is important. (4) Learners remember much more when the learning is connected to a field trip, music, a disaster, a guest speaker, or a novel learning location. Episodic memory can be used as teaching method to help the students to improve their ability in writing, vocabulary, and speaking. Teaching English using episodic memory make students can more explore their critical thinking]]>
<![CDATA[STUDENTS’ CULTURAL COMPETENCE THROUGH A CROSS-CULTURAL COMMUNICATION SUBJECT IN INDONESIA: A LITERATURE REVIEW ]]>
<![CDATA[Andi Hamzah Fansury]]>;
<![CDATA[Rampeng Rampeng]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 2 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v11i2.2119
<![CDATA[Cross-Cultural Communication can be defined simply as a comprehensive way to examine similarities and differences between L1 culture and the target culture. It is a basic skill that the students need for developing an intellectual and emotional appreciation of cultures other than their own. Cross Cultural Communication can develop student’s cultural competencies as they experience lifelong learning. For specific cases, they can practice in stimulated exercises in order to develop their cultural competencies by bringing cultural exposure into the classroom for the specific purpose of teaching the target language culture. Since cultural competence enhancement is not static, the students’ interaction in multicultural life, their roles as English teacher candidates, and their life learning experiences will help them become more mature and will lead them to the level of cultural competence proficiency.]]>
<![CDATA[ETHNOGRAPHY RESEARCH IN EDUCATIONAL: A LITERATURE REVIEW ]]>
<![CDATA[Andi Hamzah Fansury]]>;
<![CDATA[Rampeng Rampeng]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 2 (2023): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v11i2.2120
<![CDATA[Ethnography is a type of qualitative research that gathers observations, interviews, and documentary data to produce detailed and comprehensive accounts of different social phenomena. Ethnographic study helps in developing the theoretical base for problems in education of a particular group. Ethnographic research does not often start with a strong theoretical base, not it is much concerned with theory testing. There may be theory development, but formal theory enters research only after its relevance has been established. In ethnographic research, theory emerges from the data as grounded theory- not as preconceived theory. Ethnographic study helps in the development of a theory as it does not simply tabulate that a certain behavior has occurred, but it attempts to understand what the behavior means the persons under study.]]>
<![CDATA[IMPROVING LEARNING OUTCOMES THROUGH TWO STAY TWO STRAY COOPERATIVE LEARNING ]]>
<![CDATA[Irianti, Irianti]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2375
<![CDATA[The main challenge of this research is how to use the Type Two Stay Two Stray cooperative learning approach with a total of 28 students—14 boys and 14 girls in SD Plus Al-Ashri to improve learning outcomes. Four meetings were held during each of the two research cycles this was conducted. Observation sheets and academic achievement tests were used to obtain data. Quantitative and qualitative analysis of collected data. The results showed that quantitatively the learning outcomes of had increased, namely the average score of student learning outcomes in cycle I was 57.92 , and the percentage of students in the high category was 7.14%, while the average score was 7.14%. Student learning outcomes in cycle II amounted to 80.53, the high proportion of sub-students was 35.71%. In cycle I there were 7 students or 25% in the complete category and 21 students or 75% in the incomplete category, while in cycle II there were 27 students or 96.42% in the complete category and 1 student or 3.57% in the complete category. incomplete category implies an increase from period I to period II. Qualitatively, during the learning process, the enthusiasm of students to listen to lectures, the enthusiasm to pay attention to the teacher's explanation, the enthusiasm to ask questions, and their active role in the learning process when completing homework in groups experienced changes. The increase in the first cycle was 36.80 %, and the increase in the second cycle was 40.68%. Based on the results of the analysis it can be concluded that the learning outcomes of students at SD Plus Al-Ashri can be improved by using the Type Two Stay Two Stray (TSTS) cooperative learning model.]]>
<![CDATA[IMPROVING LEARNING OUTCOMES THROUGH APPLICATION OF MODEL QUANTUM TEACHING ]]>
<![CDATA[Ruminingsih, Ruminingsih]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2376
<![CDATA[Student learning outcomes in subjects at SMPN 5 Panggarangan are still relatively low, this is because the learning model used is stillteacher centered, lack of maximizing student potential, without giving students an active role in learning. This study aims to improve the learning outcomes of students at SMPN 5 Panggarangan by using the quantum teaching. This type of research is a collaborative Classroom Action Research (CAR). The research subjects were students at SMPN 5 Panggarangan, totaling 37 students. The instruments used are observation sheets and tests. Observational data were analyzed descriptively qualitatively and data from the test results were analyzed descriptively quantitatively. The results of the pre-action research showed that students' learning outcomes in were low. The average value of the new class reached 64.21 and the percentage of completeness was 40.54%. After doing the action using the quantum teaching that varies various learning methods in cycle I, value class average increased to 68.70 and the percentage of completeness increased to 62.16%. Likewise after the improvement of Quantum Teaching which is accompanied by encouragement to actively ask questions, give feedback, reinforcement, and the distribution of heterogeneous groups in the action cycle II, further enhances students' learning outcomes. The class average value increased to 76.76 and the percentage of completeness increased to 94.59%.]]>
<![CDATA[IMPROVING LEARNING OUTCOMES THROUGH TEAM ASSISTED INDIVIDUALIZATION (TAI) COOPERATIVE LEARNING MODELS ]]>
<![CDATA[Rusdi, Muhammad]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2377
<![CDATA[The use of the Team Assisted Individualization (TAI) cooperative learning model can improve learning outcomes in students at SMA Muhammadiyah 5 Makassar. Classroom action research consisting of two cycles, where each cycle consists of two meetings, with activity stages including planning, implementing, observing, and reflecting. The subjects of this study were all fourth grade students at SMA Muhammadiyah 5 Makassar, Makassar, a total of 41 students consisting of 21 male students and 20 female students. The increase in learning outcomes through the Team Assisted Individualization (TAI) type cooperative learning model in students of SMA Muhammadiyah 5 Makassar is seen by the increasing average value of student learning outcomes in cycle I which is in the low category and is in the high category in cycle II. The results showed that the application of the Team Assisted Individualization (TAI) cooperative learning model could improve the learning outcomes of students at SMA Muhammadiyah 5 Makassar .]]>
<![CDATA[THE ROLE OF THE FAMILY IN FORMING THE CHARACTER EDUCATION OF THE STUDENTS AT SMP NEGERI 44 SATAP OKU ]]>
<![CDATA[Hasana, Nur Ihsani]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2378
<![CDATA[This research was conducted with the aim of finding out role family in formation education character participant educate class VII SMP NEGERI 44 SATAP OKU. This type of research, namely qualitative with design study descriptive, to get results study with how to interview. The subjects in this research are family participant educate class VII and class VII 3 students of SMP NEGERI 44 SATAP OKU. How role family in formation education character participant educate class VII. The research results show that the role family in formation education character participant educate class VII SMP NEGERI 44 SATAP OKU educate through example behavior, implement system education early, do system habituation, and giving time And attention dialogue between parents and child]]>
<![CDATA[THE ROLE-PLAYING LEARNING MODEL IN IMPROVING LANGUAGE LEARNING OUTCOMES ]]>
<![CDATA[Alva Japa, Hyronimus Edi]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2379
<![CDATA[English language learning outcomes using the Role Playing learning model for fifth grade students at SDK ST.Maria Ruteng III. This research is classroom action research (PTK). This classroom action research was carried out in two cycles. Each cycle consisted of 4 stages, namely 1) planning, 2) implementation, 3) observation and 4) reflection. Each cycle I and II was held in 2 meetings. This research was carried out in class VI of SDK ST.Maria Ruteng III, consisting of 30 students. The data in this research was obtained using observation and test methods. The data obtained was analyzed using descriptive statistics. The results of the research showed that the completion of the second cycle of drama playing using the Role Playing learning model for fifth grade students at SDK ST.Maria Ruteng III cycle II was 89.65% or 26 out of 30 students were in the complete category and 10.34% or 4 out of 30 students were in the complete category. incomplete category. Thus, it can be said that the level of achievement of KKM cycle II in drama playing using the Role-Playing learning model has been successful or there has been an increase in language learning outcomes. Indonesia plays drama using the Role Playing learning model for classroom students SDK ST.Maria Ruteng III adapted to the school's KKM.]]>
<![CDATA[PROBLEMS OF ELEMENTARY SCHOOL TEACHER AT UPT SD INPRES KASSI-KASSI IN LEARNING DURING THE COVID-19 PANDEMIC. ]]>
<![CDATA[Rasyid, Sriyanti]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2385
<![CDATA[This study describes the problems faced by teachers and students in the learning process during the Covid-19 pandemic, and describes how to solve the problems faced by teachers and students in the online learning process during the Covid-19 pandemic. This type of research is descriptive qualitative, which was conducted in UPT SD Inpres Kassi-Kassi, Makassar. The data collection technique in this research is a study of literature or literature. The results are various problems faced by teachers in the online learning process during the Covid-19 pandemic. The problems faced by teachers are the limitations of teachers in controlling and assessing students in the online learning process, then the limitations of teachers in providing material that is easily understood by students. The problems faced by students are the lack of facilities that can support online learning such as students who do not have mobile phones, laptops, or computers and lack of adequate internet network access (quota), then there are students who are less active in learning and student boredom in the learning process. Teaching online, so students feel unmotivated and lazy in participating in online learning. Various problems faced by teachers and students by dealing with teachers must increase creativity and ability in mastering learning technology by looking for learning models that are suitable for learning conditions during the pandemic, and the government also takes part in overcoming learning problems. And teachers must be able to process online classes to the maximum.]]>
<![CDATA[FACE-TO-FACE LEARNING DURING THE PANDEMIC PERIOD COVID - 19 IN ENGLISH SUBJECT AT SMP NEGERI 5 AMARASI SATAP ]]>
<![CDATA[Monas, Normalina]]>;
<![CDATA[admin, admin]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/teflo.v10i3.2386
<![CDATA[The aim of this study to find out the effectiveness of face-to-face learning face-to-face learning during the pandemic covid-19 on social science subjects (ENGLISH) for class VII students at SMP Negeri 5 Amarasi Satap District , Makassar City . Method study quantitative could interpreted as method research based on the philosophy of positivism, the data is quantitative. Population and the sample of this study is the population of all students of class VII SMP Negeri 5 Amarasi Satap District , Makassar City which amount 46 people, and the sample that is whole student class VII SMP Negeri 5 Amarasi Satap District , totaling 46 people. Data is collected from value student report cards during face-to-face learning is limited, the data collected is analyzed use analysis technique statistics descriptive. Research result show that face-to-face learning Effective against social science learning (ENGLISH) students during the Covid-19 pandemic where the average student score was in the VII class namely with a total of 22 students with a percentage of 95.45% of students is at on category high.]]>
