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Teaching English as a Foreign Language Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 29619963     DOI : https://doi.org/10.12928/tefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope Aims • The journal provides a formal, well-organised forum for non-native-English scholars to make new academic contributions to research and practice in ELT on a global basis. • The journal serves as a hosting space for both native and non-native academics to share ideas and become involved in novel dialogues, with an emphasis on under-researched areas in the field. Scopes • Local teachers’ beliefs about various aspects of ELT theory and practice • Fresh insights into current debates and controversial topics • Shared research findings from both teachers and scholars in ELT, especially from an outer circle perspective • Case studies in local contexts that enhance the localisation of academic theories in ELT (such as the practice of the lesson study model that originates outside of the inner circle) • Recognition of local teachers’ voices, which are less heard of in the inner-circle discourse, and their practical classroom ideas that are less common but important to not overlooked • Rethinking the transferability of ELT theories across global context (such as the communicative doctrine, the meaning of autonomy, the practice of verbal participation, etc.) • Practical classroom experiments in language education that would expand teachers’ knowledge and skills • Identifying gaps and addressing new topics that have not been strong focuses in previous research discourse in education (such as the use of silence in teaching, the improved alignment between pedagogy and assessment, etc.)
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 66 Documents
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Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment Djoko Sutrisno; Noor Azlinda Zainal Abidin
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.434

Abstract

In the past two decades, the world has witnessed an exponential rise in the use of digital games, thanks to the widespread availability of Personal Computers (PCs) and mobile devices. These games have not only provided entertainment but have also demonstrated both positive and negative effects on players. While numerous studies have explored the impact of digital games on attention span, concentration, and addiction, little attention has been given to their influence on incidental Foreign Language acquisition. To bridge this research gap, the researcher embarked on a three-month longitudinal observational study during the post Covid-19 pandemic in 2022. The goal was to explore how digital games, which young learners played for leisure at home, affected their unintentional acquisition of English as foreign language. Participants in the study ranged from 8 to 14 years old, and three popular games, namely Free Fire, Minecraft, and Among Us, were included in the experiment. The results of our study shed light on the significant impact of digital gaming on participants' vocabulary development, highlighting gaming as a valuable asset for foreign language acquisition. Moreover, the players displayed a remarkable ability to retain the newly acquired vocabulary. However, we did identify two drawbacks. Firstly, the prolonged screen time associated with gaming raised concerns. Secondly, we observed that the vocabulary acquired was often specific to certain areas within a particular game, limiting its transferability to broader language contexts. This study serves as a catalyst for further research, encouraging an exploration of the benefits and drawbacks of employing digital games for targeted aspects of foreign language acquisition, such as cognitive skill development and enhanced comprehension. By delving deeper into these areas, researchers can better understand how digital games can be optimized to foster effective language learning experiences. Ultimately, this knowledge will contribute to the design of educational games that leverage the potential of digital technologies to facilitate language acquisition and promote a holistic learning experience for young learners
Students’ perceptions of using Google Meet in English online learning at Muhammadiyah Nitikan Elementary School Soviyah Soviyah; Linda Puspita; Abdulmohsin Nasser Altawil
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.435

Abstract

Google Meet is a new medium used for students and teachers in learning during COVID-19 pandemic. At Muhammadiyah Nitikan Elementary School, English learning has been carried out online by utilizing online mediums in the learning process. By using Google Meet as an alternative learning medium, students at Muhammadiyah Nitikan Elementary School have various opinions on its use. The objective of this research was to find out students’ perceptions of using Google Meet in English online learning. The research method in this research was quantitative method. The participants of this research were sixth grade students of Muhammadiyah Nitikan Elementary School consisting of 88 students, 46 female students and 42 male students. The sampling used in this research was random sampling. Questionnaire is used to collect the data which is then analyzed using quantitative methods. The results of this study showed that out of a total of 88 participants, 1 student (1.14%) has a very positive perception, 35 students (39.77%) have a positive perception, 27 students (30.68%) have a neutral perception, 17 students (19.32%) have a negative perception, and 8 students (9.09%) have a very negative perception.
Students’ perceptions of storytelling online class at the English Education Department Asep Amrillah; Nur Fatimah; Muhamad Argi Afriandi
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.437

Abstract

Due to Covid-19, virtual learning at all education levels has been implemented. Storytelling is one of the courses conducted online. The aim of this study is to find out the students’ perceptions on the importance of storytelling, the tasks in an online class of storytelling, and the advantages of learning outcome of online storytelling. This research is qualitative. The data were collected from a storytelling class in an English Education Department in Yogyakarta. They were obtained from an open-ended question questionnaire and interview with 22 students who have attended in storytelling online class. The results show that the students have positive perceptions on storytelling in language teaching. Two of the tasks supporting the storytelling are students’ video recording for storytelling and creating new stories. In relation to the learning outcome, the students’ views that it is advantageous to enhance speaking skills and it results in the learning product such as a story book. This study can be taken into account to improve quality, policies, and program development in English Education Department.
Students’ difficulties in learning English speaking: A case study in a Muslim high school in the South of Thailand Apichat, Bushro; Fatimah, Nur
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.162

Abstract

The demand on using English as a means of communication is still a challenge for learners of English as a foreign language. The objectives of this study are finding out students’ difficulties in learning English speaking and the factors causing students' difficulties in learning English speaking. This study is descriptive qualitative. The data were obtained through interview. The research involved 10 students of the second semester of high school in a muslim school, in the South of Thailand. The results of the research showed that the students had difficulties in learning English speaking. In addition, they also have difficulty in pronunciation. Some sounds are difficult for students to produce. This was caused by internal and external factors. The internal factors include motivation, vocabulary, grammar, pronunciation, fluency, shyness and also lack of self-confidence. It made students difficult to speak English. The external factors include the environment, teacher, the facility and the students’ lack of the opportunity to use English.
Role-reversal and discussion-oriented models for flipping digital vocabulary achievement in English classrooms for Electronic Engineering learners Sutrisno, Djoko; Annury , Muhammad Nafi
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.165

Abstract

This research aims to verify whether two classroom models, discussion-oriented and role-reversal, have an effective strategy for teaching vocabulary achievement to English language learners. The proposed models were examined as a successful method for teaching and learning vocabulary. A quasi-experimental strategy was used with three intact classes: one control (Electronic Engineering Learners A class) and two experimental (B and C class) (Electronic Engineering Learners B and C class). Using pre- and post-test writings, the effectiveness of the two models, which incorporated two digital applications, was determined. Additionally, a questionnaire created by the researcher and a semi- structured interview was used to assess vocabulary achievement. Covariance analysis revealed that classrooms that emphasized discussion and role reversal were more effective than those that did not. In terms of vocabulary growth in post-test expository writing, the role-reversal group also outperformed the discussion-oriented group. Further analyses revealed the positive perceptions and experiences surrounding flipped classrooms, highlighting four themes: instructor support, personal sentiment, peer support, and activities beyond the classroom. This report concludes by emphasizing the need for further research into this potential technology-based pedagogy across diverse language skills and the incorporation of technology in Vocabulary Achievement.
How digital immigrants differ from digital native teachers in implementing technology in the classroom Rokhyati, Umi; Ramadhani, Rizka
Teaching English as a Foreign Language Journal Vol. 1 No. 1 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i1.166

Abstract

Learning culture in recent years has shown that we are following the 21-century learning system where technology has a crucial role in it. Technology implementation in the learning activity depends on the teachers' digital competence: digital immigrant and digital native teachers. This study investigated how technology is used by English teachers, focusing on the differentiating factor in implementing technology of two different generations.  This descriptive qualitative study involved English teachers from different generations; a teacher with 7 years of teaching experience and another with 22 years teaching experience. An in-depth semi-structured interview was conducted to collect the data. The Apple Classroom Tomorrow (ACOT) framework was used to analyze how the digital immigrant and digital native teachers in the classroom implement technology. The results are that the digital natives and immigrants differ in implementing technology because of age and experience, student motivation, and ICT facility. Generation Z is a participant in the EFL teaching-learning process in the digital age, and this study demonstrates that the digital competence of the teachers must be developed in order to meet their needs.
Fostering student's critical reading through technology integrated instruction Sutrisno, Djoko
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.215

Abstract

Students today grow up with technology devices at home and school, which transform how they study. Future education technology will alter teaching and learning by making new gadgets available to teachers and students. Thus, the study was meant to explore the impact of multimedia technology-integrated instruction on upper primary students' critical reading learning in one of Indonesia's private schools. To further comprehend the outcomes, a mixed methods study was conducted. Purposive sampling was used to choose 30 pupils as research samples. For three months, the participants were taught at least three science sessions per week utilizing multimedia technology. Instruments such as open-ended questions and questionnaires were used to collect data. The quantitative results from the questionnaire were examined and inferred using an inferential statistical t-test and descriptive statistical mean and standard deviation with a significance level of p 0.05. The qualitative data from open-ended questions were analyzed using the grounded theory coding technique. According to the findings, students were incredibly satisfied with learning science through multimedia technology because it made the lessons easier to grasp and more likely to engage, easy, and interesting. As a result, the researchers concluded that introducing multimedia technology into education had a considerable positive influence on raising student learning satisfaction and improving critical reading skills The post-test scores in the group that utilized multimedia technology are noticeably higher when the two groups are compared.
The influence of the use of crossword puzzle on the vocabulary mastery among the second semester students of the English Education Department of Muhammadiyah University Metro Anggraini, Reni; Faliyanti, Eva; Kusumawati, Fitri Palupi
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.245

Abstract

This study aims to find out the influence of crossword puzzles on vocabulary mastery among the second semester students of the English Education Department of Muhammadiyah University Metro. The design of this research is experimental, which means that the research method requires two variables to compare the influencing factors. The data were quantitative in nature. Data collection was performed through the implementation of pre-test and post-test. The research chose the second semester students of the English Education Department of Muhammadiyah University Metro as the population. The students were divided into two groups, namely experimental and control groups. The experimental group consisted of 16 students. The data were collected with the implementation of pre-test and post-test as the instruments. The data analysis showed that the mean score of the post-test was higher than that of the pre-test (85.12 > 50.50). It showed that the t ratio was higher than t table (16.651 > 2.131) and the sig. 2 tailed was lower than sig. level (0.000 < 0.05). Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This means that the use of crossword puzzles influences students' vocabulary mastery.
Developing Speaking Material Based on Essential Basic Competencies at Muhammadiyah 1 High School Yogyakarta Al Hakim, Adam; Pratolo, Bambang Widi; Surono, Surono; Zuraina, Ali
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.253

Abstract

Abstract: The objectives of this research are to find out the students’ needs of using material at SMA Muhammadiyah 1 Yogyakarta toward English speaking material due to Covid-19 disease, to find out teachers’ needs towards English speaking material, and to find out the development of English speaking material based on essential basic competencies.This research employs Research and Development. The population was all XI students at SMA Muhammadiyah 1 Yogyakarta and the sample was chosen purposively only 35 students of class XI MIPA 8. The data were gathered through interviews with teachers to find out the existence of the use of English speaking materials. In addition, researchers have also distributed questionnaires to students of class XI MIPA 8 to find out the students' need for appropriate modules to improve speaking skills. The data was analyzed by based on the theme of the research questions.The results of this study indicate that the existing material is in line with the pandemic conditions, such as the module design being attractive, the content in the module in line with the latest syllabus (essential basic competencies), and the module being converted into the online form, thus students can study anywhere and anytime. The students' need for the material developed showed very varied results. As for the module development process, the researcher follows the stages under the Research and Development method.
Cultural contents of senior high school English textbook entitled “Bahasa Inggris” Lestari, Dwinda Dwi; Surono, Surono; Ika, Suciwati
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.255

Abstract

One of the most important aspects that must be included in ELT textbooks is culture. This research aims at exploring types of cultural contents and cultural elements. The subject of this research was English Textbook for grade XII entitled “Bahasa Inggris”. This research belongs to content analysis. Document observation was used to collect the data which were analyzed by using Miles & Huberman’s model and coding method. The research findings show that there were three types of culture found in this textbook, namely the source culture (66 times or 58%), target culture (34 times or 30%), and, international culture (14 times or 12%). Concerning the cultural elements, they were represented by product (39 times or 80%), person (9 times or 18%), and practice (1 times or 2%). Meanwhile, perspective was not represented. It implies that the textbook still focused on source cultures which were more easily internalized by the learners and on products which were the most concrete for learners to learn the culture. It is recommended that the authors of the textbook balance the cultural contents proportionally and the teachers creatively insert more target and international cultures to avoid cultural shocks.

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