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[INTEGRATING ENGLISH INTO P5 PROGRAM OF MERDEKA CURRICULUM AT SMP NEGERI SATAP 2 SANGALLA’ ]]>
<![CDATA[Betteng, Ira Sulistina]]>;
<![CDATA[Patanduk, Sushy Teko]]>;
<![CDATA[Ba’ka, Charlie]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/j23p4943
<![CDATA[The objective of this research is to find out how the English teacher integrating English into P5 program of Merdeka Curricullum at SMP Negeri Satap 2 Sangalla'. The researcher conducted this research used qualitative methods. Purposive sampling strategies were used to acquire data from two (2) English teacher. The data obtained from observation and interview then analyze descriptive. The result of this study show how the English teacher integrating English into P5 program at SMP Negeri Satap 2 Sangalla’. The findings show that there is learning planning, use of English learning object, and learning process in P5 activities. The conclusion is that the researcher found that English was properly integrated into P5 activities starting from planning, English learning objects, to the steps of the learning process.]]>
<![CDATA[CLASS POINT IN ACTION: ENHANCING THE STUDENTS’ VOCABULARY THROUGH INTERACTIVE LEARNING ]]>
<![CDATA[Kesya, Kesya]]>;
<![CDATA[Pongsapan, Nehru]]>;
<![CDATA[Girik Allo, Markus Deli]]>;
<![CDATA[Rum, Eka Prabawati]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/kp2vx041
<![CDATA[This study investigates the effectiveness of using Class Point, an interactive digital learning tool, in enhancing the vocabulary mastery of tenth-grade students at SMA Negeri 5 Tana Toraja. The research employed a quantitative method with a quasi-experimental design, involving one group of 36 students selected through cluster sampling. The research instrument consisted of a vocabulary test forming 60 multiple-choice questions, divided equally between a pre-test and a post-test. The study was conducted over ten meetings, where Class Point was used during the second to ninth sessions to deliver vocabulary instruction through interactive features such as live quizzes and instant feedback. The findings revealed a significant improvement in students’ vocabulary mastery after the implementation of Class Point. The mean score increased from 69.11 in the pre-test to 82.42 in the post-test. Statistical analysis using a paired sample t-test showed that the t-count value (7.485) exceeded the t-table value (2.03011), showing a statistically significant difference in performance before and after treatment. The results also proved higher levels of student engagement and motivation during the learning process. The study concludes that Class Point is an effective and engaging tool for improving vocabulary acquisition in English language learning. It is recommended for English teachers seeking innovative approaches to enhance student interaction and learning outcomes in the classroom.]]>
<![CDATA[THE BENEFITS OF DEBATE FOR ENGLISH STUDENTS IN SPEAKING SKILLS AT UKI TORAJA ]]>
<![CDATA[Limbong, Limbong]]>;
<![CDATA[Sallata, Yizrel Nani]]>;
<![CDATA[Arrang, Judith Ratu Tandi]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/1gv95q43
<![CDATA[The purpose of this research is to find out about the benefits of debate on English students in speaking skills at UKI Toraja. Researcher use qualitative methods in research. This data was taken from 10 (ten) English students who were collected using a purposive sampling technique. To obtain data, researchers used interviews and analyzed using Sugiyono's theory. The results of the research show that there are several benefits of debate for English students in speaking skills, being involved in debate activities will be very beneficial for students, including how to convey arguments well, increasing students' self-confidence, improving logical and analytical thinking skills, can help students to improve new knowledge and also improve the ability to organize in a structured manner. Based on the results of the research above, the researcher concluded that students received several benefits from debate after participating in debate activities at UKI Toraja.]]>
<![CDATA[THE READINESS OF PLP 2 UKI TORAJA STUDENT TO BECOME A COMPETENT ENGLISH TEACHER: AN ANALYSIS OF THE FOUR TEACHER COMPETENCIES ]]>
<![CDATA[Pasauran, Masriany]]>;
<![CDATA[La'biran, Roni]]>;
<![CDATA[Sallata, Yizrel Nani]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/1c54e979
<![CDATA[The objective of the research is to find out how is the level of readiness of PLP 2 UKI Toraja students to become competent English teachers based on the four teacher competencies. This research refers to the four standard teacher competencies, namely pedagogic competence, professional competence, personality competence, and social competence. In this study, researchers used quantitative research methods. The instrument used was a questionnaire in the form of a Likert scale. Data processing used descriptive percentage analysis, which is a description of the questionnaire consisting of 23 statement items. Answers from the questionnaire were obtained from 92 students from SMPN 1 Rantepao as respondents. Based on the results of this research, it was concluded that the readiness of PLP 2 UKI Toraja students to become competent English teachers was classified as very ready based on the four teacher competency standards. This can be seen from the achievement results of the data calculations obtained, it was found that the pedagogic competence of PLP 2 UKI Toraja students was 85.22%, professional competence obtained a percentage of 87.88%, personality competence with a percentage of 91.41%, and social competence which received an assessment from students with a percentage of 85.48%. The results of all these percentages fall into a very ready level of readiness with a range (71%-100%) to become a competent teacher candidate.]]>
<![CDATA[LECTURERS’ STRATEGIES ON TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP) AT MANAGEMENT DEPARTMENT ]]>
<![CDATA[Pongmararre, Moris]]>;
<![CDATA[Shilfani, Shilfani]]>;
<![CDATA[Sendana, Aris Kaban]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/0ss4ky85
<![CDATA[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.]]>
<![CDATA[FACTORS CAUSING STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH AT SMA KRISTEN RANTEPAO ]]>
<![CDATA[Pali, Nopianti]]>;
<![CDATA[Sudarsi, Elim Trika]]>;
<![CDATA[Pongsapan, Nehru]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/81575j88
<![CDATA[The purpose of this research is to know factors causing student’s difficulties in learning English at SMA Kristen Rantepao. This research used qualitative research. The data were collected through interviews. In this study, the researcher used snowball sampling. The subjects of this study were ten student’s at SMA Kristen Rantepao. Through the analysis of the data, it was found that there are several factors causing student’s difficulties in learning English at SMA Kristen Rantepao: internal factor; low learning motivation, students' interest in and attitudes, cognitive skills. External factor; teaching methods, learning facilities and media, the family and social environment. Based on the result above, the researcher concludes that there are internal and external factors causing student’s difficulties in learning English at SMA Kristen Rantepao as mentioned above.]]>
<![CDATA[A COMPARATIVE ANALYSIS OF THE ACCURACY OF MACHINE TRANSLATION IN TRANSLATING ENGLISH TO INDONESIAN ]]>
<![CDATA[Raben, Serli Kalo]]>;
<![CDATA[Sirande, Normalia]]>;
<![CDATA[Arrang, Judith Ratu Tandi]]>;
<![CDATA[Ilham, Muhammad]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/t0gw3271
<![CDATA[Machine translation has become increasingly popular, but its accuracy is still a subject of debate. This study aims to compare the accuracy of two popular machine translation tools, Google Translate and DeepL Translate, in translating English to Indonesian. This research applied a descriptive quantitative research methodology. The research design involves comparing the accuracy of Google Translate and DeepL Translate by analyzing the output translation texts and using narrative texts as the sample. The data collection procedure involves conducting a written test using data cards and a data sheet. The accuracy of the translations is calculated based on the percentage of accurately translated meanings. The findings of this research indicate that both Google Translate and DeepL Translate provide translations that are considered less accurate. This statement is based on the finding of accuracy occurrence DeepL Translate outperforms Google Translate with a higher percentage. Specifically, DeepL Translate achieves an accuracy rate of 73.1%, while Google Translate lags slightly behind at 63.4%. This suggests that DeepL Translate demonstrates a better ability to produce accurate translations across the board. In conclusion, this research highlights the need for improvement in machine translation tools for translating English to Indonesian. Both Google Translate and DeepL Translate show limitations in accuracy, indicating the importance of continuing research and development in the field of machine translation.]]>
<![CDATA[ANALYZING THE ROLE OF GOOGLE TRANSLATE IN COMPREHENDING ENGLISH TEXTS FOR THE 5th SEMESTER OF ENGLISH DEPARTMENT OF FKIP UKI TORAJA ]]>
<![CDATA[Payangan, Synthia]]>;
<![CDATA[Rachel, Rachel]]>;
<![CDATA[Siumarlata, Viktor]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/qwh8mm90
<![CDATA[The purpose of this study is to determine the role of google translation in comprehending English text for 5th semester students of the English Department of FKIP UKI Toraja. In this study used qualitative methods in the form of interviews. To analyze the data, researcher used the theory of Miles and Hubberman. The source of data in this study is 5th semester students majoring in English. UKI Toraja consists of ten students as research reapondents. Through the results of the study, researcher found the role of Google Translate in comprehending English text, namely the speed and ease of translating Google Translate is able to provide an initial picture for a text, although it is limited in translating cultures, norms and social contexts. Based on the results above, the researcher concluded that Google Translate plays a role and is significance in comprehending English texts. Its role and significance include providing ease in translation process, providing quickly translation, allowing students to quickly get an overview of the text they are reading, time efficiency, facilitating cross-cultural communication.]]>
<![CDATA[PHILOSOPHICAL PERSPECTIVES IN INTEGRATING ELT TO BIOLOGICAL EDUCATION AND LITERATURE STUDY: AN INTERDISCIPLINARY APPROACH ]]>
<![CDATA[Indriyani, Dian]]>;
<![CDATA[Revisika, Revisika]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 1 (2025): Teaching English as a Foreign Language Overseas Journal: In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/9d5c5z96
<![CDATA[Philosophy and education have a close relationship. The relationship between the two is inseparable, so sometimes the philosophy of education is called educational theory, and vice versa. The purpose of this article is to analyze how philosophy is viewed in educational practice. The method used is the library study method (library reserch), which is a research activity carried out by collecting data and information with the help of various kinds of materials in libraries and other online media such as reference books, similar previous research results, articles, notes, and various journals related to the problem to be solved. In any science, philosophy is needed because in philosophy we can think deeply about a science, especially in the world of education. The philosophical perspective provides a foundation of thought and conceptual framework for educators in understanding the objectives of the education curriculum, methods and assessments in education. Philosophy can provide various perspectives that can help educators to understand and advance practices in the world of education.]]>
<![CDATA[EXPLORING EFL LEARNERS’ WRITING SELF-EFFICACY ]]>
<![CDATA[Pabangke, Alfin]]>;
<![CDATA[Sallata, Yizrel Nani]]>;
<![CDATA[Patanduk, Sushy Teko]]>
<![CDATA[ Teaching English as a Foreign Language Overseas Journal Vol. 12 No. 2 (2024): Teaching English as a Foreign Language Overseas Journal : In Press ]]>
Publisher : <![CDATA[Publikasi dan UKI Press UKI Toraja. ]]>
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DOI: 10.47178/wp7swg58
<![CDATA[This study explores the factors contributing to the writing self-efficacy of EFL (English as a Foreign Language) learners at Universitas Kristen Indonesia Toraja (UKI Toraja). Using a qualitative approach with a case study design, the research involved five seventh-semester students from the English Education Study Program. Data were collected through in-depth interviews and analyzed using Miles and Huberman's qualitative analysis techniques. The findings reveal that students' writing self-efficacy is influenced by both internal and external factors. Internal factors include diverse writing experiences, motivation and initiative, and emotional states such as anxiety or enthusiasm during writing. External factors encompass inspiration from peers' and lecturers' writing, social support, and collaborative learning environments. Challenges such as lack of motivation, difficulty in generating ideas, and language barriers also play a significant role.]]>
