cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rigel Sampelolo
Contact Email
rigel@ukitoraja.ac.id
Phone
+6281355901918
Journal Mail Official
overseastefl@gmail.com
Editorial Address
Jl. Jenderal Sudirman No.9, Bombongan, Makale, Kabupaten Tana Toraja, Sulawesi Selatan 91811 Provinsi: Sulawesi Selatan TEFL Overseas Journal - Universitas Kristen Indonesia Toraja
Location
Kab. tana toraja,
Sulawesi selatan
INDONESIA
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 185 Documents
 15   16   17   18   19 
INNOVATION AND CHALLENGES IN ENGLISH LANGUAGE TEACHING WITHIN THE MERDEKA BELAJAR FRAMEWORK Pratiwi, Widya Rizky
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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/sprq4d06

Abstract

This study investigates the imperative for innovation in English Language Teaching (ELT) within the framework of the Merdeka Belajar (Freedom to Learn) curriculum in Indonesia. The background underscores the transformative nature of the educational landscape due to the implementation of the Merdeka Belajar policy, necessitating adaptation and innovation from English language teachers. The aim of this research is to bridge the gap in literature by examining how teachers respond to the policy, identifying innovations, exploring challenges, and providing recommendations. Employing a descriptive qualitative methodology, data was systematically gathered from reputable sources and analyzed thematically. The findings reveal a pressing need for innovative teaching practices to align with the learner-centered approach advocated by the Merdeka Belajar policy. Despite the opportunities presented, challenges such as resistance to change, limited resources, and cultural barriers hinder implementation. The study contributes to the literature by providing insights into the innovative practices adopted by teachers and highlighting the challenges they face. Recommendations include focusing on professional development and addressing institutional and cultural constraints. In conclusion, this research underscores the critical need for ongoing innovation in English language teaching and calls for collective efforts to overcome challenges and maximize the benefits of the Merdeka Belajar curriculum
MERDEKA MENGAJAR PLATFORM IN ELT OF MPLEMENTING KURIKULUM MERDEKA AT SMKN 1 TORAJA UTARA: CHALLENGES AND OPPORTUNITIES Two Indah Tangaran, Glory; Tulaktondok, Linerda
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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: 10.47178/9a609014

Abstract

The aim of this research is to find out what the challenges and opportunities are for English teachers using the Merdeka Mengajar Platform. The background of this research is that, as a new platform, the Merdeka Mengajar Platform requires quick adaptation from teachers, but the problem is that currently in the Merdeka Mengajar Platform there are still many teachers who are confused about implementing the Merdeka Mengajar Platform. In this research, the researcher used a qualitative approach and collected data through interviews and observation. Interview data was obtained from 3 English teachers. The results of this research are based on the findings that the use of the Merdeka Mengajar Platform really helps English teachers in creating creative modules and teaching methods in teaching English,  becoming content creators or English tutors because in PMM there are lots of inspirational videos, increase teacher competency and have more freedom in teaching students based on their needs and interests. Apart from that, there are also opportunities in using PMM, there are also challenges such as technical challenges no training routine, time management, and unstable internet connection, the teaching module in PMM is not yet available so that the  completeness and implementation of PMM features is still low. In the research, it was also found several ways English teachers overcome challenges and how they maximize opportunities in using PMM.
LECTURERS STRATEGIES ON TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP) AT MANAGEMENT DEPARTMENT. Pongmararre, Moris
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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/f142dq06

Abstract

The purpose of this study is to find out the teaching strategies used by lecturers in the management department for certain purposes and how students think of the teaching strategies used by lecturers in learning English for specific purposes. For data processing in this study researchers used qualitative methods, the strategy used was qualitative descriptive. The subject of the study was an English lecturer who taught in the management department and obtained through interviews and voice recordings. The data that has been collected is analyzed in three stages, namely information reduction, information display and conclusion drawing. The results showed that the lecturers' strategies in teaching English for Special Purposes (ESP) in the management department contained 5 parts, namely: Just a Minute (JAM), Group Discussion, Discussion, Presentation, and Role playing.
LEARNING ASSESSMENT IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM Kaharuddin
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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/dp8m7t05

Abstract

History learning includes three activities, namely planning, implementation and assessment. However, history teachers tend to be more concerned with planning and implementation, while the assessment aspect is considered less important. In the Kurikulum Merdeka, assessment is an activity that is as important as learning, even the official guidelines are entitled "Learning and Assessment Guidelines". This article aims to analyze how history learning is assessed in the implementation of the independent curriculum. The method used is literature study, namely analyzing books, articles, guidelines and regulations related to assessment and the Kurikulum Merdeka. Assessment in the Kurikulum Merdeka uses formative and summative assessments. Formative assessments are carried out at the beginning and middle of learning, while summative assessments are carried out at the end of learning. The purpose of formative assessment is to improve the quality of learning, while summative determines the student's final grade. History learning in the Kurikulum Merdeka has several strands or skills which are also elements of learning outcomes. In preparing a history learning assessment, the teacher first determines the skills/strands and learning objectives, then decides on the form and technique of the relevant instruments. Determination of assessments needs to look at student characteristics so that student-centered learning.
Student Feedback on Teaching Methods in Professional Speaking Contexts Sujariyati, Sujariyati; Pangalinan, Markus Rano
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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/pk7dsr53

Abstract

This study examines student perceptions of teaching methods in Professional Speaking for Context courses at SMPN 1 Buntu Pepasan Toraja Utara, focusing on instruction clarity, engagement, effectiveness of teaching aids, opportunities for practice, and overall satisfaction. The research utilized surveys, focus group discussions, and interviews to gather data from students about their experiences and opinions. The results indicate that a majority of students find the clarity of instruction effective, with 75% reporting that guidelines are generally clear and helpful, though some students experience occasional confusion. Interactive activities such as group discussions and presentations were praised for enhancing engagement, although 40% of students desired more varied instructional methods to maintain interest. Teaching aids like slides and videos were beneficial for understanding, yet technical issues occasionally disrupted learning. Despite ample practice opportunities, 30% of students called for more personalized feedback to improve their speaking skills. Overall, while the majority of students expressed high satisfaction with the teaching methods, there is room for improvement in diversifying teaching approaches, addressing technical problems, and providing individualized feedback. These findings suggest that refining these aspects could lead to a more effective and engaging learning environment.
LITERATURE STUDY: APPLICATION OF DIFFERENTIATION LEARNING IN IMPROVING LITERACY AND NUMERACY OF ELEMENTARY SCHOOL STUDENTS Nissa, Khoirrun; Darmawan, Puguh
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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/zatq9a89

Abstract

Basic education serves as a crucial foundation in individual and societal development. Within the context of the independent curriculum, literacy and numeracy emerge as primary focuses. Enhancing literacy and numeracy stands as a key to providing a sturdy groundwork for individual development. However, results from PISA indicate that literacy and numeracy achievements in Indonesia still require improvement. Differentiated learning emerges as an effective strategy in enhancing students' literacy and numeracy skills by considering the needs and diversity of learners. Research findings demonstrate that differentiated learning can enhance student activity, learning outcomes, motivation, and inclusivity within the classroom. Statistical analyses further corroborate the effectiveness of differentiated learning in enhancing student capabilities. Therefore, differentiated learning warrants implementation as part of efforts to enhance educational quality at the primary school level.
THE EFFECT OF INDEPENDENT CURRICULUM E-REPORT ASSESSMENT ON ENGLISH LANGUAGE TEACHING AT SMPN SATAP 2 SANGALLA’ Aisyah Sirajuddin, Winda; Saleka, Adi
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 1 (2024): 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: 10.47178/9wq62f69

Abstract

The objective of this study is to find out how the English teachers assess students’ achievement from e-Report of Independent Curriculum indicator and how e-Report effect on English teachers evaluation process and the effect of Independent Curriculum e-Report assessment on English Language Teaching. In this study the researcher used a qualitative approach method and collected the data by interview and observation. The data of interview were obtained from 2 English teachers. The researcher used technique of analyzing the data of Miles and Huberman data analysis which have three phases; (1) Data Reduction, (2) Data Display (3) Conclusion Drawing/Verification and for the trustworthiness of the data, the researcher used Methodological Triangulation. The findings of this research show that there is no specific method or assessment specifically used by English teachers when assessing English subjects. Basically, the independent curriculum are still assessed in accordance with the rules, namely there is a predetermined assessment rubric and the teacher also determines the points on each aspect to be assessed then checks grammar and vocabulary. Also, the findings of this study show that e-Report greatly facilitates teachers in the assessment process. The results of this study show that according to English teachers, the effect of assessment is for teachers’ and there is also for students. The effect for students is that after they know the results of the assessment is at least they try to improve what is still lacking and determined by the interests and talents of the students themselves. The effect for teachers is how they create an atmosphere and strategies in learning English.
BRIDGING GAPS IN ENGLISH FOR SPECIFIC PURPOSES (ESP) EDUCATION: RECOMMENDATIONS FOR PRACTICAL PEDAGOGICAL INNOVATION Pratiwi, Widya Rizky
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/6mdbsp11

Abstract

English's position as the global lingua franca facilitates communication across myriad industries, none more so than publishing. By a comprehensive literature review synthesising insight from previous research, this current study identifies challenges in ESP in publishing amid its significance and innovative pedagogical approaches. Limited exploration of emerging trends, underrepresentation of diverse publishing contexts, limited focus on interdisciplinary perspectives, etc., were found as gaps. Some innovative pedagogical approaches for publishing professionals and scholars and recommendations were revealed to address existing gaps and contribute to advancing knowledge in English for Specific Purposes in publishing. By addressing these gaps, scholars can contribute to a more nuanced understanding of ESP in publishing and inform the design of targeted language learning interventions to meet the evolving needs of publishing professionals in diverse contexts
THE ROLE OF MOBILING TEACHERS IN TEACHNG ENGLISH AT SECONDARY SCHOOL Mala Tundu, Ika Riana; Panggua, Selvi; Mangoki, Dan
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/sffagq85

Abstract

The purpose of this study is to find out their experience in implementing their role in teaching English at Secondary school. In this study, researchers used qualitative methods. Respondents in this study consisted of 2 mobilizing teachers of English. The study was collected based on interviews and documentation. Then analyzed through data collection, data reduction, data presentation and conclusion. The results of this study show the mobilizing teachers in carrying out their role in teaching English in secondary schools is as follow: be a learning leader, coach for other teacher, agents of change, learner-oriented leader, innovation and creativity, inspire and motivate students, as well as in implementing the role as a mobilizing teachers, each has its own way.
INSTRUCTIONAL MEDIA USED BY ENGLISH TEACHERS AT SMPN 2 RANTEPAO (BASED ON STUDENTS’ PERCEPTION) Rambo, Indhy Fanesa; Taula’bi’, Nilma; Sudarsi, Elim Trika
Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/dza6w863

Abstract

The purpose of this study is to find out What kinds of Instructional Media Used by English Teachers at SMPN 2 Rantepao and What are the students’ perception towards Instructional Media Used by English Teachers at SMPN 2 Rantepao. For data processing in this study, researchers used qualitative methods, the strategy used was descriptive qualitative. The subjects of the research were the students SMPN 2 Rantepao. The data in this study were obtained through interviews and observation. The data that has been collected was analyzed in three stages, namely data reduction, data display and conclusion drawing. The results of the study show that kinds of instructional media used English teachers at SMPN 2 Rantepao namely picture, English textbook, whiteboard, dictionary, poster, board marker, laptop, power point, LCD, and loud speaker. Students’ perception towards the use of media used by teachers in teaching English, the most student perception that the use of instructional media was extremely helpful and made easier for them in the learning process. While some perception that it was not beneficial.

Page 17 of 19 | Total Record : 185

 15   16   17   18   19 

Filter by Year

2015 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press Vol. 12 No. 1 (2024): Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 3 (2023): Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 2 (2023): Teaching English as a Foreign Language Overseas Journal Vol. 11 No. 1 (2023): Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 3 (2022): Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 2 (2022): Teaching English as a Foreign Language Overseas Journal Vol. 10 No. 1 (2022): Teaching English as a Foreign Language Overseas Journal Vol. 8 No. 2 (2020): Teaching English as a Foreign Language Overseas Journal Vol. 8 No. 1 (2020): Teaching English as a Foreign Language Overseas Journal Vol. 7 No. 2 (2019): English Education and Teachership Vol. 7 No. 1 (2019): english education and teachership Vol. 5 No. 3 (2017): EDUCATION, TOURISM,LOCAL WISDOM Vol. 5 No. 2 (2017): EDUCATION ,TOURISM AND LOCAL WISDOM Vol. 4 No. 1 (2016): EDUCATION, TOURISM AND LOCAL WISDOM ISSUES ,SEPTEMBER - DECEMBER Vol. 3 No. 1 (2016): EDUCATION, TOURISM AND LOCAL WISDOM ISSUES ,MAY - AUGUST Vol. 2 No. 1 (2016): EDUCATION, TOURISM ANDLOCAL WISDOM ISSUES JANUARY - APRIL Vol. 1 No. 1 (2015): volume 1. Issue 1, September - December More Issue