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TEFLICS
Published by Universitas Hasyim Asy'ari
ISSN : -     EISSN : 27989046     DOI : https://doi.org/10.33752/teflics.v3i1
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 120 Documents
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English Language Teaching (ELT) for Special Needs Learners: Strategies for Speech Impairments Students Nur Fitria, Tira
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.8790

Abstract

This research describes English Language Teaching (ELT) for special needs learners for example speech impairment students. This study employs a library research method. The analysis shows that teaching English to students with speech impairments requires adaptive strategies to develop communication skills through non-verbal and assistive methods. Since verbal communication is challenging, alternative approaches like sign language, writing, and technology-based aids are essential. A multisensory approach involving sight, touch, hearing, and movement enhances comprehension, while multimodal techniques using images, videos, and symbols help clarify word meanings. Assistive tools such as augmentative communication devices and speech-to-text software support students' learning processes. To reduce anxiety and enhance participation, teachers should provide extra time, allow repetitive practice, and create an inclusive environment. Challenges include pronunciation difficulties, limited verbal expression, and low confidence in speaking activities, often leading to reduced engagement. Traditional assessments may not accurately measure students’ abilities, necessitating alternative evaluation methods. Additionally, many teachers lack training in specialized teaching techniques, highlighting the need for professional development and classroom adaptations. By integrating supportive teaching strategies, collaborative learning, and game-based activities, English learning for speech-impaired students can be more effective, engaging, and inclusive.
The Analysis of University Students’ Syntaxis Errors in Constructing an English Paragraph Putra, Octa Pratama
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.8859

Abstract

This study aims to analyse syntactic errors made by students at ABC University in English paragraph writing; specifically, those enrolled in English Literature and English Education programs. Although the population consisted of 30 students, the research focused on a sample of 10 student responses. A qualitative descriptive method was applied, using a case study approach to examine the students’ written texts in depth. The analysis identified various types of syntactic errors, including incorrect sentence structures, subject-verb agreement issues, and misplacement of modifiers, which are common challenges in academic writing for non-native English speakers. Each of the 10 student responses was carefully analysed and further developed with constructive feedback tailored to help students avoid similar mistakes in future academic writing tasks. The findings reveal not only recurring syntactic patterns that require attention but also highlight the importance of explicit instruction and practice in academic writing contexts. This study highlights the importance of continuous improvement in writing pedagogy to enhance students' syntactic accuracy and overall writing proficiency. Educators can use the insights gained to design more effective instructional strategies, ultimately aiming to support students in producing grammatically sound academic texts. Through targeted feedback and awareness-building, students are better equipped to develop their academic writing skills and minimize syntactic errors in future compositions.
How Storytelling Enhanced Elementary Students’ English Proficiency Mafulah, Siti; Panggala, Oka Bruno Asmara; Herawati, Siane
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.8976

Abstract

Teaching English to young learners requires creativity and engaging methods. Storytelling offers an alternative approach suitable for young students. This study aims to explore the English abilities of young learners through the use of storytelling. Data were collected through observations and interviews. Observations were conducted to examine students' activity in using English in the classroom, while interviews were carried out to strengthen the observational data. The participants were 26 students, with 10 selected for interviews to further validate their perceptions of storytelling activities. The findings indicate that storytelling has a positive influence on students' English abilities, particularly in speaking (including pronunciation and vocabulary). Interviews revealed that students found storytelling enjoyable, motivating, and helpful in learning English. These findings suggest that storytelling can serve as an effective alternative method for teaching English to young learners.
The Acquisition of English Passive Voice: A Study of Error Patterns in EFL Learners Novriyani; Nurnalisa
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9004

Abstract

The study investigated the acquisition of English passive and error paterns in EFL learners. Grammar constitutes the framework through which sentences and phrases are systematically formed, drawing upon acquired linguistic knowledge and established syntactic rules. In this research, the researcher used descriptive qualitative research which investigated the acquisition of English passive and students’ difficulties in studying error patern in EFL Learners. The sample of study was students of English Education Department at Islamic Institute of Darul A’mal Lampung. There are 15 students as the participant in this research. To achieve the purpose of study, the researcher used questionnaire and test. The result showed that there are 11 students have problems in passive voice in simple present tense and there are 12 students have problems in simple past tense. There are some students face difficulties to determine passive voice in simple present tense and simple past tense. The students’ problems are having difficulty in changing identifying passive voice in multiple choice form, having difficulty in changing identifying passive voice in essay form, having difficulty memorizing, using, and identifying Verb-3 both regular and irregular forms, having difficulty in changing using TO BE (is, am, are) and auxiliary verbs (do, did, have, has, had), and having difficulty in adjusting verb according to the subject (both singular and plural) in passive form.
Leveraging YouTube for ELT: A Systematic Review Nurjannah, Ghina; Mutiasari, Chintia; Tarihoran, Nafan
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9067

Abstract

In today's digital era, YouTube is one of the most widely used platforms in teaching English as a foreign language (English Language Teaching / ELT) because it provides authentic and interactive learning content. The increased integration of digital media in the classroom has prompted various studies to explore the effectiveness of YouTube in supporting the language learning process. This study aims to analyze the strategies applied by teachers when using YouTube as an ELT learning medium, the factors that affect its effectiveness, as well as the language skills that are most supported by this platform. The method used is a systematic literature review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach. A total of 30 empirical articles were selected from scientific databases such as PubMed, ScienceDirect, Mendeley, and Google Scholar based on specific inclusion and exclusion criteria. The results show that YouTube significantly improves students' speaking and listening skills through exposure to authentic and engaging English-language content. However, internal factors such as student motivation and teacher engagement, as well as external factors such as internet access and material suitability, still affect the overall effectiveness of YouTube use. This study concludes that YouTube is a valuable medium in ELT learning if accompanied by the right strategy and effective mentoring. These findings provide practical implications for educators and researchers to optimize the use of digital media in improving students' language competence.
An EFL Teacher’s Problems and Solutions in Teaching Writing at Grade XII Wardana, Riza Fikri; Fajarina, Maskhurin
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9079

Abstract

This research aims to find out problems that the teacher encountered in teaching writing and the ssolutions he employed to overcome these challenges. This research was conducted in class XI D, XI E, XI F, and XI N on 20-26 February 2025. Before doing the research, the researchers prepared observations and interview used to know teacher’s problems and solutions in teaching writing. In this research, the researcher used descriptive qualitative design and to collected data, the researcher used Observation and Interview. To analyze the data, the researcher used a-three-step theory of qualitative data analysis consisting of condensation the data, displaying the data drawing and verifying the conclusion. The result of this research is that there are 4 EFL teacher problems and 4 solutions to overcome them. These problems are that the teacher faced students with limited of vocabularies, poor grammar, having difficulty developing ideas, and dealing with students who have low motivation in learning English. To overcome the problems, namely collecting and memorizing vocabulary, having exercises of English writing, practicing writing, and giving good evidence for students. Hopefully, this research can be a reference for future researchers as well as English teachers when teaching writing.
The Implementation of Bilingual Education in Teaching and Learning at SMP Aqobah International School: (A Case Study of Bilingual Education Using English-Indonesian in Mathematics Lessons for Class VIII) Jannah, Roudhotul; Fajarina, Maskhurin
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9081

Abstract

This study investigates the implementation of bilingual education using English and Indonesian in mathematics instruction at SMP Aqobah International School. The research aims to explore how bilingual education is applied and to identify the challenges faced during its implementation. Employing a descriptive qualitative method, data were collected through observations, interviews with students, teachers, and school administrators, as well as questionnaires distributed to eighth-grade students. The findings reveal that the school adopts a bilingual teaching approach aligned with the Cambridge curriculum, where English is used predominantly, while Indonesian serves as a supportive language to aid comprehension. Teachers function as facilitators and motivators, employing various strategies such as interactive lectures, group discussions, vocabulary lists, and technology-based tools. Despite its benefits in enhancing students' English skills and mathematical understanding, the program encounters challenges including students’ difficulty in understanding English terms and lack of speaking confidence. Overall, bilingual education at SMP Aqobah International School fosters a supportive and globally oriented learning environment. The study highlights the importance of teacher training and appropriate instructional materials to optimize the bilingual learning process.
Exploring the Use of Code-Switching in EFL Undergraduate Classroom Interactions Haq, Muhammad Amiq Nur Dinil; Ghozali, Imam; Nugraheni, Dyah Ayu
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9100

Abstract

The research aims to investigate the types and reasons for code-switching among EFL students during classroom interactions. Utilizing a descriptive qualitative methodology, the study analyzed classroom interactions among eleven fifth-semester students that had been selected using purposive sampling method at a Private University in Jember. Data collection tools for this research included observation and interview. After being collected, the data then were analyzed by using the framework of Miles and Huberman (1994). The study revealed three types of code-switching: tag switching, intra-sentential switching, and inter-sentential switching. The primary reasons for code-switching included enhancing mutual understanding, ensuring effective communication, expressing emotions and opinions accurately, navigating linguistic identities, and showing respect and solidarity. The findings reveal distinct patterns of code-switching among participants: tag-switching involves inserting tags at the end of an utterance; intra-sentential switching occurs within a sentence, at its beginning, middle, or end; and inter-sentential switching involves switching languages between sentences. There are several reasons why students engage in code-switching. These include difficulties in using English fluently, switching languages out of respect and to show solidarity as students, and to better express their emotions and opinions. Future studies should consider larger and more diverse samples, multiple institutions, and a balanced exploration of both positive and negative aspects of code switching in academic settings.
Mobile-Assisted Project-Based Learning using Plotagon Digital Animation for Teaching English to Nursing Students Utomo, Dias Tiara Putri; Ryandini, Elda Yulia
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.9150

Abstract

In the modern healthcare environment, nurses must be proficient in both spoken and written English to achieve better career prospects and ensure successful participation in continuing professional development. However, teaching English to nursing students in Indonesia has presented significant challenges like low motivation, lack of exposure, and lack of confidence in communication. The current research aims to students’ experiences and perceptions regarding the implementation of mobile-assisted project-based learning using Plotagon digital animation app. The phenomenological research was carried out in a Nursing Department in March-April 2025, involving fifteen students. The data were obtained through in-depth interview and analyzed by using data analysis spiral. The results indicated that the students perceived mobile-assisted project-based learning using Plotagon can encourage interactive and enjoyable learning, develop their language skills, facilitate creativity and critical thinking, promote group collaboration & engagement, and provide accessibility & flexibility. However, they also noticed possible improvement in terms of project implementation such as limited time to do the project and required reflection or discussion session once the project completed. By refining these aspects, Plotagon-based learning can further maximize student engagement, language proficiency, and creativity in English education.
A Study on the Relationship Between Grammar Proficiency and Oral Communication Performance of Intensive English Course Participants Aini, Devi Nur
Teaching English as Foreign Language, Literature and Linguisticss Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.10740

Abstract

This study examines the relationship between grammar proficiency of the students who have finished an intense English course and the growth of their speaking abilities. The purpose of the study is to ascertain whether oral communication ability is enhanced by a greater degree of grammatical understanding. 51 students from an intense English program at one of the state university in Indonesia participated in a quantitative correlational research design. A grammar competency test and a speaking performance evaluation using standardized rubrics with an emphasis on coherence, accuracy, and fluency were used to gather data. The results showed a high positive link between speaking ability and grammar mastery, suggesting that pupils who are more proficient in grammar typically do better while speaking. The findings imply that in order to improve students' overall language proficiency, communicative speaking exercises and explicit grammar teaching should be combined. This study advances our knowledge of how oral skill development in intense language learning environments is supported by grammatical knowledge.

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