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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 139 Documents
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The Difficulties Faced by Pre-Service Teachers in Developing Differentiated Instructional Modules Jelita, Seri; Hanifah; Nuzulia, Rahma
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11698

Abstract

This study aims to analyze the process of developing differentiated instructional modules and the difficulties faced by pre-service teachers in the English Education Program at Raja Ali Haji Maritime University (UMRAH). This study employs a descriptive qualitative approach with a sample of 34 seventh-semester pre-service teachers who have developed differentiated instructional modules. Data were collected through questionnaires, interviews, and document checklists. Informants were selected using purposive sampling. Subsequently, data analysis was conducted through several stages, namely data organization, transcription of interview results, repeated reading of data, coding, identification and grouping of themes, and data interpretation. The research findings indicate that pre-service teachers have attempted to incorporate elements of differentiated instruction into their module development, including adapting content, processes, and learning products to meet students’ needs. However, this implementation has not yet been fully optimized due to the limited variety in some of the differentiation components developed within the modules. In addition, various difficulties were encountered in the module development process. These difficulties stemmed from internal factors, such as a basic understanding of the concept of differentiated instruction that still needs to be developed and a lack of pedagogical experience, as well as external factors such as limited module references. Therefore, further training and mentoring are needed so that pre-service teachers can develop differentiated instruction modules more optimally and in accordance with students' needs.
Teaching Media Designs and Challenges Faced by The Pre-Service English Teachers at UMRAH Rizwana, Nurul Atiqah; Hanifah; Murni, Dewi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11711

Abstract

Teaching media design is a crucial competence for English Language Education students, as it requires the integration of pedagogical understanding, content knowledge, and practical instructional skills. This study aims to analyze the quality of teaching media designed by undergraduate students and to examine the challenges they faced during the media design process. Employing a qualitative descriptive approach, the study involved students of the English Language Education Department at Universitas Maritim Raja Ali Haji who had completed the English Language Teaching Media course. Data were collected through document analysis of conventional and technology-based teaching media, questionnaires administered to 41 students, and semi-structured interviews with eight selected participants. The findings indicate that the overall quality of student-designed teaching media was categorized as good, particularly in terms of visual appeal, material relevance, and basic practicality. However, notable challenges were identified in aligning media with learning objectives, ensuring efficiency and ease of implementation, and fostering meaningful student engagement. The study further reveals a gap between students’ technical and aesthetic strengths and their pedagogical and practical competencies. These findings highlight the need for more balanced instructional support that emphasizes instructional alignment, efficiency, and learner-centered design. This study contributes to a deeper understanding of teaching media design in English Language Education and provides pedagogical implications for improving media design courses in teacher education programs.
The Effect of Discussion-Based Learning to Improve TOEFL ICT’S Score Lutfiah; Hidayat, Akhmad Nuris
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11773

Abstract

improving students’ TOEFL ICT scores at Universitas dr. Soebandi. The research employed a quantitative approach using a quasi-experimental design. The population of this study consisted of university students, while the sample was selected through purposive sampling from two second-semester Pharmacy classes, namely Class 23A and Class 23B, with a total of 60 students. Class 23A was assigned as the experimental group and taught using Discussion-Based Learning, while Class 23B served as the control group and was taught using the conventional lecture method. Data were collected through TOEFL pre-test and post-test instruments adapted from Barron’s TOEFL, 6th Edition by Pamela J. Sharpe. The data were analysed using the Independent Sample T-Test through SPSS. The findings showed that the average pre-test scores of the experimental and control groups were relatively similar, namely 382 and 379, indicating comparable initial ability. After the treatment, the post-test results revealed that the experimental group achieved an average score of 437, while the control group obtained 405. The score improvement of the experimental group (+55) was higher than that of the control group (+26). Statistical analysis showed that the significance value (Sig. 2-tailed) was 0.014, which was lower than 0.05, and the t-count value (3.32) was higher than the t-table value (2.00). Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. It can be concluded that Discussion-Based Learning had a significant positive effect on improving students’ TOEFL ICT scores.
The Impact of Vlog Content on Students’ Speaking Skills, Perceptions, and Behavior Sagita, Velina Cindy; Iman, Fitri Shofi Nur; Hanafi, Muhammad; Tarihoran, Naf’an
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11779

Abstract

This study examines the impact of vlog content on students’ speaking skills, perceptions, and learning behaviors in English learning. Using a quantitative descriptive design, data were collected from 150 students in the English Language Education Program at a state Islamic University in West Java through a Google Forms questionnaire consisting of seven Likert-scale statements. The results indicate that most students responded positively to the use of vlogs as a learning medium. Vlogs significantly improved students’ speaking abilities, especially in confidence, fluency, and vocabulary. Exposure to authentic English content helped students better understand pronunciation, intonation, and real-life language use, encouraging more frequent speaking practice. Additionally, students perceived vlogs as engaging, enjoyable, and less monotonous than traditional methods. The audiovisual format supported flexible and independent learning. Moreover, vlogs influenced students’ learning behaviors by increasing motivation, participation, and autonomy. Overall, vlog content proves to be an effective and innovative tool for enhancing speaking skills and promoting active learning.
Students’ Perception of Using Podcasts in EFL Listening Classes Elawati, Teti; Rahmah, Mida Maulida; Mawaddah, Muna; Tarihoran , Naf’an
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11780

Abstract

This study aims to investigate students’ perceptions, benefits, and challenges in using podcasts for learning English listening in EFL contexts. This research employed a quantitative method using a questionnaire distributed to 102 students. The findings reveal that students generally have positive perceptions of podcasts, as they consider them interesting and enjoyable learning media. In terms of benefits, podcasts help improve students’ listening comprehension, pronunciation, vocabulary, motivation, and understanding of different English accents. However, several challenges were also identified, including unfamiliar vocabulary, fast speech rate, difficulty in maintaining focus, and challenges in understanding certain topics. These challenges are categorized as moderate. Overall, the study concludes that podcasts are an effective and engaging tool for improving students’ listening skills, although appropriate guidance is needed to maximize their effectiveness.
Code Mixing Types and Functions Used by Sandy in Curhat Bang Denny Sumargo Podcast Sidqi, Ach Mawardi; Amelia, Firqo; Wardhani, Dwi Taurina Mila
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11795

Abstract

Code mixing, the use of elements from different languages within a single utterance, is a common phenomenon in bilingual and multilingual societies such as Indonesia, where Indonesian and English are often combined in daily communication. Despite extensive research on code mixing across various media, limited attention has been given to its types and functions in Indonesian podcast discourse, particularly in educational and motivational talk-show settings. This study investigates the types and functions of code mixing used by Sandy in the Curhat Bang Denny Sumargo podcast episode Rahasia di Balik Kecerdasan Mereka!! Clash of Champions. Employing a qualitative descriptive approach, the study analyzed Sandy’s utterances using Spradley’s analytical model, which includes domain, taxonomic, componential, and cultural theme analyses. The classification of code-mixing types was based on Muysken’s (2000) theory, while the functions were examined using McKey and Hornberger’s (1996) framework. The findings identified 33 instances of code mixing, all of which were categorized as Insertion (100%). Regarding function, Stylistic Function was the most dominant (60.61%), followed by Socio-Expressive Function (27.27%) and Identity Marking (12.12%). No occurrences of Strategy of Neutrality or Significant Sociocultural and Textual Function were found. These results indicate that Sandy primarily employs code mixing as a stylistic and expressive communicative strategy, reflecting identity construction and personal communication style in digital media discourse. The study contributes to sociolinguistic research on code mixing in digital communication and offers valuable references for language and sociolinguistics studies in educational contexts.
AI in Reading Comprehension Learning: Literature Review on Roles and Challenges of Artificial Intelligence Hidayati, Arini; Maulida Shofia, Hana; Izhara, Mutiara Dewi; Daristin, Pipit Ertika; Herwiana, Sakhi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11816

Abstract

The rapid advancement of digital technology has transformed language learning, particularly reading comprehension, with Artificial Intelligence (AI) emerging as a promising tool that enhances learning through adaptive support, instant feedback, and personalized instruction. This study investigates the roles and challenges of AI in reading comprehension learning through a literature review. The increasing use of AI-based platforms, such as ChatGPT, Grammarly, QuillBot, and ELSA Speak, highlights the need to evaluate their pedagogical contributions and potential risks. Guided by Sweller’s Cognitive Load Theory and Skinner’s Operant Conditioning framework, this study analyzes findings from national and international academic journals retrieved through Google Scholar. Data were examined using descriptive qualitative content analysis. The results identify four major roles of AI in reading comprehension learning: providing immediate feedback, facilitating personalized learning experiences, offering cognitive scaffolding for complex texts, and increasing student motivation and engagement. Nevertheless, five significant challenges emerge: learners’ tendency to avoid lengthy reading materials, excessive dependence on AI-generated answers, reduced opportunities for productive cognitive struggle, increased cognitive load when processing complex information, and a growing preference for quick-answer seeking behavior. These findings suggest that AI can serve as an effective instructional support tool when integrated thoughtfully into reading instruction. However, its implementation should be accompanied by active teacher guidance to prevent overreliance and to encourage critical thinking. The study advocates a hybrid instructional approach in which AI functions as a scaffold that complements, rather than replaces, learners’ cognitive processes, thereby promoting deeper and more sustainable reading comprehension development.
The Effect of Wordwall Flip Tiles on Students’ Writing Skills at Senior High School Utami, Wanda Nur; Sa'adah, Lailatus; Rafi, Muhammad Farhan
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11831

Abstract

This study investigates the effectiveness of the Wordwall Flip Tiles feature in improving students’ narrative writing skills at SMAN Bareng Jombang. Wordwall, particularly its Flip Tiles feature, allows students to actively interact with and rearrange words, phrases, and narrative elements in a dynamic way, which can support the development of ideas and improve the coherence of their writing. However, empirical evidence on the effectiveness of this specific feature in improving narrative writing remains scarce. Grounded in constructivist and multimedia learning principles, the research employs a quasi-experimental design with a post-test-only control group. Two intact tenth-grade classes were assigned as the experimental group (n = 32), which received instruction using Flip Tiles, and the control group (n = 32), which was taught through conventional methods. A narrative writing post-test assessed students’ content development, organization, vocabulary, grammar, and mechanics using an analytical scoring rubric. Data were analyzed using normality and homogeneity tests, followed by an Independent-Samples t-test. Results show a statistically significant difference between groups, with the experimental class outperforming the control class (M = 80.47 vs. 73.06; p < .001). These findings demonstrate that Flip Tiles make a meaningful contribution to enhancing students’ narrative writing, supporting both micro and macro aspects of written production. The study concludes that incorporating interactive digital media, such as Wordwall, can effectively strengthen writing instruction and recommends further research into other digital features, genres, and instructional contexts.
The Roles and Impacts of Using AI for Critical Reading: A Literature Review Fathma, Hilya Camelia; Azza, Fina Adila; R, Mafazati Addina; Herwiana, Sakhi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): 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.v6i1.11883

Abstract

Article history: Accepted: 28 May 2026 Approved: 23 June 2026 The rapid integration of artificial intelligence (AI) tools in higher education has generated a paradox. While AI enhances accessibility and supports critical reading, it simultaneously risks fostering cognitive dependency that may erode students’ independent analytical skills. This literature review aims to identify the roles of AI for critical reading practices and the negative effects of overreliance on AI on critical reading skills. Using thematic synthesis based on qualitative content analysis, this study reviewed national and international publications from 2016 to 2026 sourced from Google Scholar, Scopus, and DOAJ. Findings reveal that AI functions as an accessibility enhancer, scaffolding tool, metacognitive catalyst, and self-regulated learning facilitator when integrated within structured pedagogical frameworks. However, excessive AI dependency is associated with cognitive offloading, epistemological passivity, atrophy of deep reading skills, and threats to academic integrity. Moderating variables, including prior reading habits, pedagogical context, and quality of AI interaction, shape the degree of risk. This review contributes a nuanced, evidence-based understanding of the AI–critical reading relationship, reframing AI as a conditional epistemological partner rather than an inherent threat or unconditional aid. Practical implications for instructional design and literacy policy in Indonesian higher education are discussed.

Page 14 of 14 | Total Record : 139

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