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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 129 Documents
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English Language Teaching (ELT) for Special Needs Learners: Strategies and Challenges for Hearing Impairments Students Fitria, Tira Nur
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.9138

Abstract

This research describes the strategies and challenges of ELT for special needs learners, especially hearing-impaired students. This study employs a library research method. Teaching English to students with hearing impairments requires adaptive strategies that focus on visual-based methods, assistive technology, and inclusive practices. Key approaches include using images, videos, and written text, incorporating sign language, emphasizing reading and writing skills, and using assistive tools like subtitled videos and speech-to-text software. Teaching methods should be flexible, incorporating multimedia content, alternative communication tools, and collaborative learning to enhance engagement. Continuous reinforcement through repetition and an inclusive classroom environment further supports learning. Different strategies are used across language skills. Vocabulary instruction benefits from direct instruction, drilling, outdoor activities, and translation, though challenges like passive participation and time constraints persist. Visual scaffolding, repetition, gestures, and pictorial dictionaries aid comprehension, while game-based learning enhances vocabulary retention. Reading strategies integrate text with pictures, visual aids, and personalized approaches, incorporating sociocultural contexts for better engagement. Writing instruction relies on repetition, discussion, and guided writing, though interactive strategies like peer teaching and dramatization are underutilized. Speaking instruction follows structured lesson planning, using visual media and written reinforcement to support articulation and comprehension. Teachers face difficulties in teaching English to hearing-impaired students due to limited training, resources, and sign language skills. Students often lack support, making pronunciation, vocabulary, and comprehension harder. The absence of interpreters, emotional challenges, and weak parental and institutional support worsen the problem. Digital tools, visual media, and structured training are needed to improve instruction.
Implementation of the TGT Method and Puzzle Media in English Learning Hanani, Muhammad Dzakir Aslam; Saputra, Nopran Riyan Agung; Fallo, Said Riztieo; Maslichah, Nora Ichdah; Dzakia, Salma Fauza; Islam, Ahmad Fakhruddin Fajrul
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.9389

Abstract

This study explores the implementation of the Team Games Tournament (TGT) method combined with puzzle media in the English learning process of the Teman Belajar tutoring program located in Bandung Village, Diwek Subdistrict, Jombang Regency. Initiated by students of Universitas Hasyim Asy’ari, this program specifically targets elementary school students (SD/MI) in rural areas to address limitations in traditional English instruction. Employing a qualitative descriptive approach, the research involved observation, interviews, and documentation to examine learning dynamics and student responses. The TGT method was applied through structured group activities that promoted cooperation, discussion, and tournament-style learning. Puzzle-based media were used to reinforce vocabulary and sentence construction in a visual and kinesthetic manner. Findings show that the integration of TGT and puzzle media significantly increased student motivation, participation, and English comprehension. Students became more engaged and confident, especially during game-based sessions that involved healthy competition and teamwork. Tutors observed notable improvements in vocabulary recall, pronunciation, and willingness to speak in English. The research concludes that the TGT method and puzzle media are effective and adaptable strategies for early English education in underserved areas. This study provides a model for community-based educational interventions that integrate collaborative and interactive learning to address foundational learning gaps.
The The Effectiveness of Using Pyramid Board Game to Teach Writing at MTs Salafiyah Syafi’iyah Azizah, Saskia Putri; Agustina, Ria Kamilah
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.9949

Abstract

This study aimed to investigate the effectiveness of using the Pyramid Board Game as a medium to improve students’ writing skills. A quasi-experimental method was used involving 60 students of MTs Salafiyah Syafi’iyah Seblak in Kwaron Tebuireng Cukir Jombang in the 2023/2024 academic year. The sample was divided into two groups: the experimental class taught using the Pyramid Board Game and the control class taught using picture series. Writing tests were given in pre-test and post-test stages. The result showed a significant improvement in the experimental class with a mean post-test score of 79 compared to 59.5 in the pre-test, while the control class improved from 60 to 71.3. The independent sample t-test revealed a significance value of 0.005 (p < 0.05), indicating a significant difference between both groups. The use of Pyramid Board Game is successfully engaged students and improved their writing abilities in grammar, vocabulary, and sentence structure.
Unpacking Speech Acts in Political Discourse Joe Biden’s Speeches on the Hamas and Israel Conflict Wibowo, Hanafi; Sholihah, Umi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.10313

Abstract

This study investigates the use of speech acts in Joe Biden’s 2023 speeches concerning the Hamas and Israel conflict, with a focus on identifying and interpreting the pragmatic functions of his language. Drawing on Austin’s and Searle’s framework of speech acts, the analysis categorizes utterances into locutionary, illocutionary, and perlocutionary acts, with particular emphasis on illocutionary functions. The data were collected from Biden’s public addresses and analyzed qualitatively to determine the frequency and communicative purpose of each speech act category. The findings reveal that assertive speech acts dominate the discourse (64%), followed by directives (24%), declaratives (9%), and expressives (3%), with no commissive identified. This indicates Biden’s preference for asserting information and guiding responses rather than expressing emotions or making binding commitments. Comparative analysis with previous studies such as research on Netanyahu’s crisis rhetoric, Hamas representatives’ accusatory strategies, and speech acts in films shows both similarities and differences. While assertives consistently dominate across contexts, Biden’s avoidance of commissives and limited use of expressives distinguishes his rhetoric as cautious and diplomatic. The study concludes that speech act patterns in political discourse are strongly shaped by the speaker’s role, political stance, and global positioning, offering new insights into the intersection of pragmatics and international political communication.
The Effect of Pop-Up Book on Language Boarding House Students’ Vocabulary Mastery Aisyah, Zilmi Kawila; Asri, Annisa Kurnia; Musdalifah
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.10538

Abstract

Since vocabulary has the important role when learning English, it is better for the English learners to have sufficient vocabulary before learning the four English skills. However, the students’ vocabulary tends to be low because of the less interesting media for learning. Therefore, the present study aimed to find out the effect of pop-up book on students’ vocabulary mastery at Language Boarding House. Students must grasp their vocabulary in order to learn the entire language. Put another way, children find it easier to communicate when they have a larger vocabulary. The pre-experimental one group pre-test and post-test were created by the researcher using a quantitative approach. Twenty-six intermediate-level students made up the study's sample. To gather data, the researcher employed pre- and post-tests. The results of the study demonstrated that using pop-up books significantly improved pupils' vocabulary mastery. The paired sample t-test calculation result indicated that the sig. (2-tailed) value was less than 0.05. It indicates that pupils' vocabulary mastery is improved by pop-up books.
Gamified Listening Activities Powered by Artificial Intelligence: Impact on Secondary Student Engagement and Performance Yuswandari, Kurnia Devi; Novitaningrum, Angella
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.10543

Abstract

This study explored the impact of gamified listening activities powered by artificial intelligence (AI) on secondary students’ engagement and performance in English as a Foreign Language (EFL) learning. Although previous research had highlighted the benefits of both gamification and AI in language education, few studies had examined their combined effects, particularly in listening comprehension at the secondary level. This qualitative research addressed that gap by investigating students’ experiences, engagement levels, and perceived improvements after participating in AI-assisted gamified listening lessons. Using a qualitative case study approach, the research involved three secondary school students who engaged in listening activities through AI-powered gamified platforms such as Quizizz AI, Duolingo, and ChatGPT audio features. Data were collected through classroom observations, reflective journals, and semi-structured interviews to gain in-depth insights into students’ motivation and learning experiences. Thematic analysis was employed to identify key patterns in engagement, emotional response, and perceived performance gains. The findings revealed enhanced motivation, active participation, and improved listening confidence among learners.The significance of this study lies in its contribution as an exploratory examination of how secondary students perceive AI-supported gamified listening activities in an EFL context. Rather than asserting generalizable or significant effects, the findings represent the subjective experiences of the three participants, who reported that the activities felt more engaging, interactive, and personally relevant. These insights are inherently context-specific and should be interpreted with caution, as the limited number of participants restricts the transfer ability of the results. Nevertheless, the study offers preliminary considerations for educators who wish to explore the potential of integrating AI tools and gamification elements into EFL listening instruction, particularly as a means of enhancing learner engagement and personalization.
Exploring EFL Students’ Perceptions of Using Padlet in Collaborative Academic Writing Novitaningrum, Angella; Yuswandari, Kurnia Devi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.10546

Abstract

This study investigates how students perceive the use of Padlet in collaborative academic writing. As digital platforms become increasingly integrated into language classrooms, understanding learners’ engagement with these technologies is essential for optimizing pedagogical outcomes. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul Midad Lumajang as the participants. The data of this study were collected through semi-structured interviews, classroom observations and documentation. The findings reveal five major themes that reflect students’ perceptions in using Padlet for collaborative academic writing, including enhanced engagement and confidence, support for the writing process, technological and interpersonal challenges, emotional and cognitive impact and metacognitive reflective practice. These themes provide a comprehensive understanding of how Padlet mediates students’ engagement, interaction, and learning development in digitally supported writing context. Overall, the study highlights Padlet’s potential to transform academic writing from an individual task into a dynamic, socially situated learning experience that promotes engagement, reflection, and collaborative knowledge construction in digital EFL contexts.
Breaking the Silence: Understanding the Struggles of Students in Academic Speaking Courses Fajarina, Maskhurin; Sumanto, Ossa Bodhi Tala
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.10715

Abstract

Academic speaking is one of the most challenging skills for university students in English as a Foreign Language (EFL) contexts. Despite years of English learning, many students remain silent, anxious, and hesitant to participate in academic discussions. This qualitative study investigates the underlying struggles faced by EFL students at Universitas Hasyim Asy’ari (UNHASY) in Academic Speaking courses. Using classroom observations and semi-structured interviews with fifteen English Education Department students, the study explores the psychological, linguistic, and pedagogical factors that contribute to classroom silence and speaking anxiety. Thematic analysis revealed three dominant struggles: (1) affective barriers such as fear of negative evaluation, perfectionism, and low self-efficacy; (2) linguistic challenges including limited vocabulary, pronunciation difficulties, and lack of academic discourse knowledge; and (3) environmental constraints such as teacher-centered instruction, insufficient scaffolding, and peer judgment. The findings highlight that silence in academic speaking classes is not mere passivity but a reflection of deeper cognitive and emotional conflicts. The study suggests that integrating reflective and deep-learning pedagogies, fostering supportive classroom communities, and promoting self-efficacy can significantly improve students’ confidence and engagement in academic speaking. The results contribute to the growing body of literature on affective factors in language learning and provide pedagogical implications for improving EFL speaking instruction in higher education contexts.
Podcast-Based Extensive Listening for Academic Purposes: A Case Study of Learner Autonomy and Comprehension Rozak, Refi Ranto; Andini, Dafa Yanuar
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (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.v5i2.10815

Abstract

This study investigated the use of podcasts as a means of Extensive Listening (EL) in an academic setting, with a focus on how it affects learner autonomy and listening comprehension. Although Extensive Reading (ER) is a well-known teaching method, its application to listening skills has not been widely explored, especially in academic environments. The research is based on a qualitative case study involving five students in their fourth semester at a university in Indonesia. Over a period of 12 weeks, these students participated in an EL program using English-language podcasts such as “TED Talks Daily,” “The Economist Editors’ Picks,” and “BBC Global News.” To gather data, the study used semi-structured interviews, listening journals, and pre- and post-program comprehension tests. The results show a clear positive link between regular participation in podcast-based EL and improvements in both learner autonomy shown through the students’ ability to choose their own materials, use listening strategies effectively, and stay motivated and their understanding of academic-style spoken content. The research concludes that using podcasts for EL is a powerful teaching method that helps learners take control of their language learning beyond the classroom, thus connecting structured education with real-life language usage.

Page 13 of 13 | Total Record : 129

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