TEFLICS
TEFLICS is a peer-reviewed journal and open-access journal in English language education, literature, and linguistics studies. The aim is to publish research-based articles having a depth discussion of the theories and practices of English language education, literature, and linguistics studies. Furthermore, this journal also intends to connect researchers, teachers, linguists, and students to publish and discuss their research findings.
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<![CDATA[IMPROVING WRITING SKILL THROUGH THINK-PAIR-SHARE ON DESCRIPTIVE TEXT IN THE SECOND GRADERS OF MTs. NURUL ISLAM SLATRI , BREBES ]]>
<![CDATA[Muhammad Arifudin Aziz]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v1i1.1533
<![CDATA[Writing is assumed as the most difficult skill among other skills. Meanwhile, explaining all the materials until the end of the class is still used in the teaching process of descriptive text. This research is generally to answer whether or not think-pair-share can improve students’ writing skill on descriptive text and specifically to know: (1) the teacher’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of think-pair-share on writing class of descriptive text. The subjects are 16 students of the second graders of MTs Nurul Islam Slatri in the academic year of 2013/2014. The data were obtained from the observations and writing test. The students’ writing skill improved after the implementation of Think-Pair-Share that could be seen in the improvement of mean score, from 68.4 and 72.5 in cycle one to 73.4 and 77.2 in cycle two. The percentage of students who passed the minimum mastery criteria also improved, from 62.5 % and 69 % in cycle one to 75 % and 100 % in cycle two. In conclusion, think-pair-share can improve students’ writing skill on descriptive text.]]>
<![CDATA[THE USE OF ENGLISH SONGS AND MOVIES IN EFL CLASSROOM ]]>
<![CDATA[M. Aufa Bima Hidayat]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v1i1.1542
<![CDATA[It is often heard that English-language songs and films can improve students' English language skills. Many people suspect that when they see people who have good English skills, that person must have a hobby of listening to songs and watching films in English. This assumption is not entirely true, because someone who has good English skills might have other factors why he could speak English well. On the other hand, the statement is also not entirely wrong, many people who can speak English well claim to often hear songs and watch movies in English. But more than that, regardless of how or how to obtain English, the most important factor is the motivation and passion of everyone who wants to acquire English.]]>
<![CDATA[ILLOCUTIONARY ACTS IN BARACK OBAMA’S SPEECH IN ILLINOIS UNIVERSITY AS THE FORMER PRESIDENT: “CRITICAL DISCOURSE ANALYSIS†]]>
<![CDATA[Mohammad Syafa’at]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v1i1.1545
<![CDATA[This research discusses the use of illocutionary acts in the utterance of Obama’s speech in Illinois University. The aims of this research are to find out types of Illocutionary Acts and messages of speech which deliver by Obama’s Speech. and to understand interpretation of the dialogue between speaker and hearer that use Illocutionary acts which are selected by the writer.The writer uses classified the data analysis method. The writer collects the data from the script, then describes types of illocutionary acts and explain the messages include in utterances. Based on the theories provided, the data are analyzed one by one to know the context and types of illocutionary acts used. To focus on the study, the writer limits problem just focused on types of illocutionary acts and the messages of the utterances. Based on the finding and discussion that answered to first problem questions above the researcher was found 14 utterance used to illocutionary acts theory. There are assertives acts was found 5 utterances, directives acts was found 3 utterances, expressive acts was found 3 utterance, commisives acts 3 utterances and declaration was found 1 utterance. In this research the utterance most used by Obama’s speech is assertive which is 5 utterances. The context of Obama’s speech about Democracy. So, this speech have many assertives utterances. Based on the explanation, the writer concluded that assertive of stating and commisives of an offering is mostly used by Obama's speech.]]>
<![CDATA[SUPPORTING FACTORS IN ENGLISH LEARNING PROCESS OF CHILDREN ]]>
<![CDATA[Poetryku Syahara Noh]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v1i1.1553
<![CDATA[Becoming widely usage foreign language, English become very important to learn and it needs to be learnt many people since child to old people based on their needs. In formal or non-formal study, people learn English. Learning English needs some process to get success learning. The process for the young learners or old learners are different. Some can learn quickly some spend more time. Sometimes children learn more quickly than old learners, sometimes old learners learn more quickly. It has some supporting factors in English learning process. Children are young learners who need process in learning foreign language; English. Some factors support the process of learning English are environment, motivation, learning methods, aptitude, intelligence and ability to learn. To get succeed in learning language those must be balanced and support one another. After knowing those factors, learners or teacher can manage the factors based on each condition and abilities in order to get the foreign language well. Helping in deciding the teaching method, learning method, media, etc.]]>
<![CDATA[INTELLIGENCE'S EFFECTS ON SECOND LANGUAGE LEARNING ]]>
<![CDATA[M. Dian Yusuf Fikri]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v1i1.1554
<![CDATA[It is often assumed that intellect is the most important element in determining whether or not a person would be successful in learning a second language. When compared to someone with a moderate IQ, someone with a high IQ learns a second language faster. However, this is not always the case. In my perspective, not every person with a high IQ finds it difficult to learn a second language. Other research discovered other factors that influence someone's performance in learning a second language. This demonstrates how various things impact someone's decision to learn a second language. The most significant variables in learning a second language are social variables. As a result, if they have medium intellect, learning a second language is not an issue. If they acquire a second language in a supportive atmosphere, they will be able to master the second language. As a result, selecting a decent social context in which to learn a second language is the most efficient approach to master it.]]>
<![CDATA[IMPROVING WRITING SKILL THROUGH THINK-PAIR-SHARE ON DESCRIPTIVE TEXT IN THE SECOND GRADERS OF MTs. NURUL ISLAM SLATRI , BREBES ]]>
<![CDATA[Arifudin Aziz, Muhammad]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguisticss Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
Show Abstract
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DOI: 10.33752/teflics.v1i1.1533
<![CDATA[Writing is assumed as the most difficult skill among other skills. Meanwhile, explaining all the materials until the end of the class is still used in the teaching process of descriptive text. This research is generally to answer whether or not think-pair-share can improve students’ writing skill on descriptive text and specifically to know: (1) the teacher’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of think-pair-share on writing class of descriptive text. The subjects are 16 students of the second graders of MTs Nurul Islam Slatri in the academic year of 2013/2014. The data were obtained from the observations and writing test. The students’ writing skill improved after the implementation of Think-Pair-Share that could be seen in the improvement of mean score, from 68.4 and 72.5 in cycle one to 73.4 and 77.2 in cycle two. The percentage of students who passed the minimum mastery criteria also improved, from 62.5 % and 69 % in cycle one to 75 % and 100 % in cycle two. In conclusion, think-pair-share can improve students’ writing skill on descriptive text.]]>
<![CDATA[THE USE OF ENGLISH SONGS AND MOVIES IN EFL CLASSROOM ]]>
<![CDATA[Hidayat, M. Aufa Bima]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguisticss Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.33752/teflics.v1i1.1542
<![CDATA[It is often heard that English-language songs and films can improve students' English language skills. Many people suspect that when they see people who have good English skills, that person must have a hobby of listening to songs and watching films in English. This assumption is not entirely true, because someone who has good English skills might have other factors why he could speak English well. On the other hand, the statement is also not entirely wrong, many people who can speak English well claim to often hear songs and watch movies in English. But more than that, regardless of how or how to obtain English, the most important factor is the motivation and passion of everyone who wants to acquire English.]]>
<![CDATA[ILLOCUTIONARY ACTS IN BARACK OBAMA’S SPEECH IN ILLINOIS UNIVERSITY AS THE FORMER PRESIDENT: “CRITICAL DISCOURSE ANALYSIS†]]>
<![CDATA[Syafa’at, Mohammad]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguisticss Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.33752/teflics.v1i1.1545
<![CDATA[This research discusses the use of illocutionary acts in the utterance of Obama’s speech in Illinois University. The aims of this research are to find out types of Illocutionary Acts and messages of speech which deliver by Obama’s Speech. and to understand interpretation of the dialogue between speaker and hearer that use Illocutionary acts which are selected by the writer.The writer uses classified the data analysis method. The writer collects the data from the script, then describes types of illocutionary acts and explain the messages include in utterances. Based on the theories provided, the data are analyzed one by one to know the context and types of illocutionary acts used. To focus on the study, the writer limits problem just focused on types of illocutionary acts and the messages of the utterances. Based on the finding and discussion that answered to first problem questions above the researcher was found 14 utterance used to illocutionary acts theory. There are assertives acts was found 5 utterances, directives acts was found 3 utterances, expressive acts was found 3 utterance, commisives acts 3 utterances and declaration was found 1 utterance. In this research the utterance most used by Obama’s speech is assertive which is 5 utterances. The context of Obama’s speech about Democracy. So, this speech have many assertives utterances. Based on the explanation, the writer concluded that assertive of stating and commisives of an offering is mostly used by Obama's speech.]]>
<![CDATA[SUPPORTING FACTORS IN ENGLISH LEARNING PROCESS OF CHILDREN ]]>
<![CDATA[Noh, Poetryku Syahara]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguisticss Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.33752/teflics.v1i1.1553
<![CDATA[Becoming widely usage foreign language, English become very important to learn and it needs to be learnt many people since child to old people based on their needs. In formal or non-formal study, people learn English. Learning English needs some process to get success learning. The process for the young learners or old learners are different. Some can learn quickly some spend more time. Sometimes children learn more quickly than old learners, sometimes old learners learn more quickly. It has some supporting factors in English learning process. Children are young learners who need process in learning foreign language; English. Some factors support the process of learning English are environment, motivation, learning methods, aptitude, intelligence and ability to learn. To get succeed in learning language those must be balanced and support one another. After knowing those factors, learners or teacher can manage the factors based on each condition and abilities in order to get the foreign language well. Helping in deciding the teaching method, learning method, media, etc.]]>
<![CDATA[INTELLIGENCE'S EFFECTS ON SECOND LANGUAGE LEARNING ]]>
<![CDATA[Fikri, M. Dian Yusuf]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguisticss Vol. 1 No. 1 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.33752/teflics.v1i1.1554
<![CDATA[It is often assumed that intellect is the most important element in determining whether or not a person would be successful in learning a second language. When compared to someone with a moderate IQ, someone with a high IQ learns a second language faster. However, this is not always the case. In my perspective, not every person with a high IQ finds it difficult to learn a second language. Other research discovered other factors that influence someone's performance in learning a second language. This demonstrates how various things impact someone's decision to learn a second language. The most significant variables in learning a second language are social variables. As a result, if they have medium intellect, learning a second language is not an issue. If they acquire a second language in a supportive atmosphere, they will be able to master the second language. As a result, selecting a decent social context in which to learn a second language is the most efficient approach to master it.]]>
