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INDONESIA
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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THE USE OF BAAMBOOZLE GAMES TO TEACH VOCABULARY Zanuar, Muhammad Rifqi; Daristin, Pipit Ertika; Maisaroh, Ummi
Teaching English as Foreign Language, Literature and Linguistics 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.v4i2.7489

Abstract

There are a lot of challenging problems in education today that are connected to societal change and technology advancement. In the present era, the number of digital natives, or at least second-generation traditions, is growing. These are people that consider their environment to be the digital one they have been a part of since birth. Many research investigations have demonstrated how game-based learning encourages students to actively participate in the classroom because it makes them feel good. The purpose of this study is to investigate how well Bamboozle works for teaching vocabulary in English. This study is a literature review. Teaching English in the classroom with Baamboozle is interesting. By using a gamification technique, such as Baamboozle games, the quick advancements in technology can produce a competitive environment that can be used inside the classroom
POLITENESS STRATEGIES USED BY SENIOR HIGH SCHOOL STUDENTS IN LEARNING ENGLISH IN CENTRAL LAMPUNG Novriyani
Teaching English as Foreign Language, Literature and Linguistics 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.v4i2.7501

Abstract

Students interaction used politeness strategy helping learners develop the ability to communicate appropriately in different situations research was aimed to analyze the politeness strategies used by the students of senior high school. Politeness is an essential element of communication and is used to assure the quality of a relationship through language. Politeness in English classes is paramount to study because the sense of decency is indispensable. In another condition, virtual communication to some extent is challenging since it requires some rules to run proper interactions between lecturers and students. This involved descriptive qualitative research in which the research participants were forty participants. The data were spoken utterances of students performance. The data of politeness were analyzed based on (Brown & Levinson, 1987a). To achieve the purpose of study, the researcher used observation. The observation was done to observed and recorded of teaching and learning process. The research findings showed that Indonesian EFL learners tended to express annoyance when they made complaints. As for politeness, they mostly used bald on record and positive politeness. Social distance (D), rather than relative power (P), tended to influence the strategies of complaint and politeness
A CORPUS-BASED ANALYSIS OF FIRST-PERSON PRONOUN IN NIKI’S SONG Mukminin, Muhamad Saiful; Fitri, Fajriani; Atikoh, Iklilah; Yaman, Nurinsani
Teaching English as Foreign Language, Literature and Linguistics 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.v4i2.7541

Abstract

This study aims to analyze the use of first-person pronouns in NIKI's song lyrics, focusing on their frequency, pattern, and context of usage. The research employs a descriptive qualitative-quantitative approach, combining corpus analysis with contextual interpretation. The data consists of song lyrics from NIKI's albums and popular tracks, formatted into a compatible text file (.txt) for analysis using AntConc software version 4.3.1. Data collection involved gathering lyrics from reliable sources, cleaning the data, and preparing it for analysis. The analysis process included identifying the frequency of first-person pronouns, observing distribution patterns through the concordance feature, and interpreting the context and meanings of pronoun usage. The findings reveal a dominance of the pronoun "I" (589 occurrences) over "We" (138 occurrences), indicating a focus on individual experiences and emotions in NIKI's lyrics. The study identifies various patterns, including "I + to be," which reflects deep emotional states, self-reflection, and regret; "I + modal," which conveys feelings and desires; and "I + verb," which directly expresses actions and emotions. Additionally, the "We" patterns, such as "We + To Be" and "We + Modal," illustrate collective experiences, possibilities, and relationship dynamics. The results highlight the contrasting roles of individual and collective perspectives in NIKI’s songwriting, enriching the emotional depth of her lyrics.
AN ANALYSIS METAPHOR IN SELECTED SONG BY JAMES ARTHUR Dwi Ayu, Ningrum; Wibowo, Hanafi
Teaching English as Foreign Language, Literature and Linguistics 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.v4i2.7795

Abstract

This research analyses the expression of metaphors in the Selected James Arthur's song In this research, the author analyzes the types of metaphors that are used based on Lakoff & Johnson's theory in James Arthur's song lyrics. By using the qualitative method, Metaphor is the most used figurative language to express sadness in James Arthur's song lyrics. Based on the analysis of 25 metaphors, it was found that conceptual metaphor was the most dominant type, with a frequency of 10 times (40%). Conceptual metaphors describe the relationship between one idea and another more concrete idea, such as describing life as a journey. This type helps the listener or reader understand abstract concepts in a more familiar and digestible way. Ontological metaphors took second place with a frequency of 9 times (36%). This type transforms an abstract or formless experience into something more concrete, such as emotions described as objects that can be touched or moved. The use of this metaphor often makes it easier for someone to visualize complex ideas. Meanwhile, orientational metaphors appeared 6 times (24%). Overall, these results suggest that conceptual metaphors are more widely used, perhaps due to their flexibility in conveying abstract ideas, whereas ontological and orientational metaphors complement the narrative more concretely and emotionally
Youth Psychology and Identity Transformation: The Role of Education in the novel Bumi Manusia Ritonga, Ridwan; Kurniawan, Raden Muhammad Ardiansyah; Bachrun, Nitis Asmara; Nafiah, Rofiatun
Teaching English as Foreign Language, Literature and Linguistics 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.v5i1.7827

Abstract

This article investigates the dynamics of youth psychology and identity transformation reflected in Pramoedya Ananta Toer's Bumi Manusia, with an emphasis on the role of education as a crucial variable in character building and self-understanding. Through the character of Minke, the author examines the internal and external conflicts faced by the younger generation in the context of colonialism, as well as how education functions as an instrument to achieve social awareness and a more complex identity. The research method applied in this article is qualitative analysis with sociological and psychological approaches. Data were obtained through an in-depth reading of the novel's text, accompanied by a study of relevant literature to support the analysis. This approach allows the researcher to explore the deeper meaning and context of Minke's experiences and connect the themes of education and identity to the social reality of the time. The results of the analysis show that education does not only functions as a means of transferring knowledge but also as a transformation process that encourages youth to explore cultural values and search for identity amid social challenges. This article is expected to provide new insights into the relevance of education in shaping the identity of the younger generation in the context of Indonesian history and culture.
English Language Teaching (ELT) for Special Needs Learners: Strategies for Speech Impairments Students Nur Fitria, Tira
Teaching English as Foreign Language, Literature and Linguistics 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 Pratama, Octa
Teaching English as Foreign Language, Literature and Linguistics 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 Linguistics 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 Linguistics 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 Linguistics 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.

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