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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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EFL students’ strategies in learning grammar online Irdani, Nadya; Fatimah, Nur; Triyoga, Arilia
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.v1i2.256

Abstract

Students' learning strategies are part of teaching and learning success concerns, including in the online grammar class. The research objectives are to describe students' strategies in learning grammar through online grammar classes and to find out the students' problems and solutions in learning grammar online. This research is mixed-method where the data are collected through questionnaires and interviews. One hundred twenty-three students completed the questionnaire, and twelve students were involved in the interview sessions. All respondents are from the English Education Department. The result shows that the students used all learning strategies; memory, cognitive, compensation, metacognitive, affective, and social strategies). However, the highest percentage of the learning strategy employed by the students is cognitive strategies (18.30%), while the least is affective strategies (14.76%). Moreover, students learning grammar online face various problems; an unstable internet connection, having no friends to practice together, difficulty in vocabulary, the lecturer's teaching methods, and punctuality issues.
Using word cross game to impprove students’ vocabulary learning at SMK Muhammadiyah 1 Yogyakarta Nugraheni, Hilda Andira; Rokhyati, Umi
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.v1i2.285

Abstract

This research was conducted at SMK Muhammadiyah 1 Yogyakarta. Based on the experience during the teaching practicum, it was identified that students still got problem with their vocabulary. It caused them afraid to speak English and feeling embarrassed if the word or sentence they conveyed was wrong. They also have little effort to read or look up the dictionary to know the new words. In addition, students easily got bored when learning in a conventional way. There is a problem in learning vocabulary. Based on those problems, classroom action research was conducted with two objectives: to describe the increase of students’ interest and vocabulary mastery taught using the word cross game. The subject of the research was a class consisting of 21 students. To collect the data, observation, test, and interview were done. Mixed methods were used to analyzed the data. The research was conducted in two cycles. Each cycle followed the steps of planning, acting, observing, and reflecting. The research findings revealed that the students’ interest in learning increased. They stated that learning using cross word games is fun and exciting. The other finding revealed the increase in vocabulary mastery. It was shown by the increase in score from 54.6 in post test of cycle one to 79.14 in the post test of cycle 2.  Therefore, it can be concluded that the use of word cross game improved the students’ vocabulary learning.
Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous Language learning in an EFL environment Sutrisno, Djoko; Zainal Abidin , Noor Azlinda
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; Puspita, Linda; Altawil, Abdulmohsin Nasser
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 Amrillah, Asep; Fatimah, Nur; Afriandi, Muhamad Argi
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.
Creating English learning media using Canva: EFL students’ perspective Sari, Mariska Intan; Utari, Septiya Dwi; Arfiandhani, Puput
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.467

Abstract

Learning media are important parts of the teaching and learning process. Using Canva as a tool for creating English learning media is one of the ways EFL students can do when preparing their teaching and learning practices. This study investigates EFL students’ perceptions of the kinds of English learning media created by the EFL students using Canva and the benefits of using Canva as a tool for creating English learning media as perceived by these students. The researchers employed a descriptive qualitative design to achieve the objectives of this study. This study was conducted at a large private university in Yogyakarta, Indonesia. The participants in this study were six EFL students from the 2019 batch. The researchers conducted interviews to gather in-depth experiences of the participants. The findings of this study indicate that EFL students have created seven different types of English learning media using Canva. The English learning media created by EFL students were presentation slides, textbooks, flashcards, video learning, Instagram content, Infographics, and Twibbons. The findings also elaborate on several benefits of using Canva to create English learning media as perceived by the EFL students. The benefits are that Canva is easy to use, provides various templates for various learning media, caters to EFL students’ creativity, saves time for the EFL students in creating teaching media, and allows EFL students to create fun multimodal learning media.
Code-switching in students’ group discussions in EFL classroom at a university level Gendroyono, Gendroyono; Baharun, Hazleena
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.473

Abstract

Code-switching is an activity when a person switches their language in a speech. Some research have been conducted in the field of code switching, however, very little was done in looking both the types and the reasons of doing it in the group discussion context. This research focuses on exploring the types of code-switching used by the students in EFL classroom during group discussion and the reasons why the students used code-switching during group discussion in EFL classroom. The methodology used in this research was a descriptive qualitative. There were three participants in this research, two females and one male aged 21 to 24-year-old which was done in a private university of Yogyakarta. In collecting the data, the researcher used interview and follow-up questions. And the finding of this research found that there were three types of code-switching used by the EFL student, the first one is tag switching, inter-sentential switching, and the last one is intra-sentential switching. Furthermore there were three reasons why the participants used code-switching. The first one is feeling comfortable in using their mother tongue, lacking the target language proficiency, and the last one is holding the floor.
A study on auditory perception of tense and lax vowels of English as a FL by learners with Spanish as L1 Bustos, Jose; Vignolo, Francisca; Vyhmeister, Gerald
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.498

Abstract

Different studies in the field of perception of second-language sounds (L2) suggest that English learners with Spanish as their mother tongue language (L1) are influenced by the sounds of their L1 to perceive the sounds in the L2. As a result, learners are not able to perceive speech sounds as they are in English, because they assimilate the sounds of the foreign language (FL) based on their L1 (Best & Tyler, 2007; Gibson & Gibson, 1955). The objective of this research is to explore the capacity of perception of tense and lax vowels of English (Standard British accent) in 8 high school students from two subsidised schools in Chillán and San Carlos, Chile. The age of the participants range from 15 to 18 years old. One auditory perception test was used: An Identification Test was applied to measure the capacity of the participants to perceive lax and tense vowels: /i:/, /ɪ/, /æ/ and /^/.
Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses Liao, Fang-Yu
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.520

Abstract

This study offers insights on developing poetry writing assignment in first-year composition courses for translingual orientation. Through a close examination of semi-structured interviews and students’ poems, the study aims to evaluatethe effectiveness of the teaching of poetry writing as translingual pedagogy in college English composition courses for both monolingual and multilingual students. Five monolingual and five multilingual students in this project experienced a three-week curriculum design to compose their poetry project in two different sections. The interview data shows that both monolingual and multilingual students acknowledge positive traits about the translingual pedagogy through a poetry writing assignment toward the end of the semester. The data also demonstrates that five monolingual students in this study value this poetry writing assignment with its invitation for being free and self-expressive, while the five multilingual students stress the practical outcomes, such as a personal breakthrough, poetry book as a concrete record of their life, or negotiation experiences. Furthermore, the study provides implications for developing curriculum design to enact translingual pedagogy based on students’ perceived difficulties and struggles.
Exploring the use of ICT by language instructors at a university in Kazakhstan: Expectations, realities, and factors influencing adoption Nogaibayeva, Akmarzhan
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.528

Abstract

The field of English Language Teaching (ELT) is undergoing a revolutionary shift in response to the spread of English as a lingua franca around the world, aligning itself with the needs of English as a tool for international communication (Cameron & Galloway, 2019). This change calls for a closer look at how teachers use information and communication technology (ICT) in ELT and how they view the changing environment. Research on educators’ attitudes about the use of ICT is crucial to examine before adopting such changes to ICT use practices, since this offers invaluable insights into the viability of curriculum innovation in language teaching and learning. There have been more studies addressing language attitudes on ICT use, but there remains a scarcity of studies that look at instructors’ views regarding ICT use beliefs from the perspective of multilingualism. Even though the body of knowledge about language instructors’ attitudes has grown, few studies have looked at teachers’ attitudes about ICT use from the perspective of their multilingualism (Dalvit, 2010). By filling this important gap, the current study aims to clarify how instructors’ perceptions of English, Russian and Kazakh in Kazakhstan’s higher education context interact with micro (personal beliefs), meso (colleagues in the department) and macro (wider environment). These attitudes have the potential to have a substantial impact on how successfully ICT use approaches are incorporated into a multilingual educational environment. Our understanding of how teachers’ ICT use attitudes manifest within the Kazakh multilingual context.

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